RURAL SCHOOL BULLETIN 



A Study 

of Rural School 

Conditions 

in Ohio 




PREPARED BY 

VERNON M. RIEGEL 

ASSISTANT SUPERINTENDENT OF PUBLIC INSTRUCTION 
ISSUED BY 

F. B. PEARSON 

SUPERINTENDENT OF PUBLIC INSTRUCTION 

1920 




Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/studyofruralschoOOohio 



RURAL SCHOOL BULLETIN 




A Study of Rural School 
Conditions in Ohio 



Legislative History 

The One-Room School 

Supervision 

Centralization and Consolidation 

Community Activities an J Extension 

Work 
The Rural High School 
The County Normal School 



Issued by 

The Superintendent of Public Instruction 

Columbus, Ohio 



Columbus, Ohio: 
The F. J. Heer Printing Co. 
1920 
Bound at the State Bindery. 






LIBRARY OF CONGRESS 
DOCUMENTS (JiViSION 

■ i m >i i « mm m ■ i i i ■ 



FOREWORD. 

Rural School progress has been very marked in Ohio during the past 
five years. In the enactment of the School Code of 1914 adequate pro- 
vision was made for the administration and supervision of the rural 
schools of the state. The power conferred upon county boards of educa- 
tion to transfer territory and create school districts around business and 
social centers has been the means of promoting centralization and consol- 
idation which are, undoubtedly, helpful agencies in the readjustment of 
the rural school system. In this publication, it has been the purpose to 
typify the principal achievements of rural school administration under 
the new code. 

Acknowledgment is hereby made of the splendid cooperation of the 
County Superintendents in supplying data without which our endeavors 
would have resulted in failure. 

F. B. Peapson. 

(3) 






LEGISLATIVE HISTORY. 

The Fourth Constitutional Convention of Ohio which convened in 
Columbus in January, 1912, submitted to the people a proposal to amend 
Article VI of the constitution as follows: 

'/Provision shall be made by law for the organization, admin- 
istration and control of the public school system of the state sup- 
ported by public funds." 

This proposal was adopted at the special election held Sept. 3, 19 12. 
James M. Cox, who was elected Governor in the following November, 
was keenly conscious of the great importance of the movement to or- 
ganize rural life, a subject which, broadly speaking, was at that time 
engaging more public attention than any other. He realized that a school 
system commensurate in efficiency with the importance of rural life and 
its industries was necessary and fundamental to the progress and con- 
summation of such a movement ; that the country boys and girls were not 
getting a square deal because the so-called system then in use was inad- 
equate to their needs, purposes, and interests, and failed to reveal to 
them the possibilities of rural life and rural activities. 

Accordingly, in his first message to the General Assembly he directed 
the attention of its members to the foregoing amendment and made the 
following recommendations : 

"Because of its far-reaching influence and the further fact that the 
schools form the real base to our institutions and civilization, this constitu- 
tional change imposes upon the legislature a great responsibility. It will be 
noted that provision is made for the organization of a school system in 
Ohio. Whether this phraseology was so intended or not, still in plain words 
it exhibits a very serious lack in our government scheme, because Ohio really 
has no uniform school system. Instead, we have a variety of school systems, 
and the truth is that Ohio does not rank with many of the best states in 
the Union in the matter of her public schools. This subject suggests possibili- 
ties of such stupendous moment to the people that legislation should be 
preceded by investigation. It is my judgment that a complete school survey 
should be made of the state. This plan; has been followed by a number of 
states in the last few years and the conditions existent in many parts of 
these commonwealths have been surprising to the people. If a survey is 
made in Ohio there will be found such a number of school systems as to 
clearly indicate the disorder and incongruity of our present archaic structure. 
No one will deny the need of complete uniformity in the method of teaching, 
sanitation, etc. Other states have found it necessary to withhold the dis- 
tribution of the state common school funds to all disricts until they have 
fully complied with the laws relative to the length of term, minimum salary, 
institute pay, janitor service, compulsory attendance and all reports re- 
quired by the department of public instruction. It is the executive recom- 

(5) 



6 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

mendation that a commission consisting of not less than three persons, to 
be selected by the governor, be created for the purpose of conducting a 
complete school survey of the state and reporting a plan of school super- 
vision. The result of this survey will enable the state to provide and main- 
tain a modern and uniform school system and bring to every community the 
advantages wrought by the best thought and research." 

In response to these suggestions and recommendations the General 
Assembly passed an act, which became a law March 13, 1913, to create a 
commission to conduct a survey of the public schools, the normal schools, 
and the agricultural schools of the state, defining its powers, and pro- 
viding appropriation therefor. 

In pursuance thereof a commission was appointed which conducted 
an extensive survey into every county in the state giving particular atten- 
tion to the schools in rural districts. This commission performed its work 
during the summer and fall of 1913. On the 24th day of October of that 
year Governor Cox issued the following: 

SCHOOL SURVEY PROCLAMATION. 

The new Constitution provides that "provision shall be made by law for the 
organization, administration and control of the public school system of the State 
supported by public funds," etc. In my message to the General Assembly at its 
first session following the adoption of the new Constitution, the suggestion was 
made that a survey precede legislative enactment on the subject. The opinion 
was expressed that there were disorder and incongruity in our present archaic 
school structure, and that it would be useless to attempt to make laws intelligently 
and efficiently without first having the most comprehensive appreciation of the 
conditions existent. 

The Legislature acted promptly and effectively, and a Commission consisting 
of W. L. Allendorf, of Erie County, M. Edith Campbell, of Hamilton County, and 
Oliver J. Thatcher, of Clinton County, was appointed to undertake the work of 
survey. Inasmuch as the Municipal Research Bureau of New York, directed by 
Wm. H. Allen of that city, had supervised a like project in Wisconsin, he was 
requested to send to this State an expert in this sort of work. He did so in the 
person of Horace L. Brittain, who has rendered the most painstaking, scientific 
and efficient service, without cost to the State. 

The Commission claimed the confidence, from the first, of those of our citi- 
zens who devote their talents in considerable degree to the subject of education, 
and the enthusiastic cooperation as between these two forces resulted in the forma- 
. tion of a corps of over two hundred experts, many of whom labored without 
compensation. 

The survey has extended into every county in the State, particular attention 
having been given to the common schools in the country districts. This policy 
grew out of the apparent need of a thorough awakening in the rural communities. 
While the report of the survey has not been officially submitted, I am sufficiently 
familiar with the work to know that conditions within the State are woefully 
lacking in the modern elements of educational and community life. 

There seems no question but that the trend from the country to the cities 
is due in considerable part to the decline of the rural school system. Let it be 
understood that this is no reflection on the citizens of the farm communities. The 
normal evolutions of civilization have brought social changes which the local 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. J 

county, township and school subdivisions could not adjust themselves to under the 
statutory and constitutional provisions of the past. 

There are no two opinions as to the necessity of creating in the minds of 
our people a thorough awakening on the subject of community life and a modern 
school system. There is a common conviction also that the remedy can be largely 
worked out through the school organization. I am so impressed with the oppor- 
tunity for good to be wrought that the power and influence of the Executive De- 
partment of our Commonwealth is invoked for the purpose of inducing our citizens 
to lay aside for one day the cares and activities of social, business and professional 
life, reflect on the dignity and importance of our common school system and 
analyze the conditions revealed by the survey recently made, in the hope that 
the legislative changes to be made can voice the desire of every community, which 
is the only guarantee that correction will be state-wide. 

It is therefore suggested that Friday, November 14, 1913, be observed by 
every school district in Ohio as School Survey Day, and that teachers, pupils, 
parents and patrons assemble during the afternoon and particularly the evening. 
Speakers will be supplied and literature prepared, with such general supervision 
by the Superintendent of Public Instruction and the School Survey Commission 
that conditions through the State will be known and remedies can be suggested. 
Nothing can be more wholesome than adding to this an historic review of the 
origin and function of our school system. 

What an inspiration will be given the whole movement when the light burns 
in every school house in Ohio on the evening of November 14th. What a spur 
it will be to community life to have assembled at the same hour four thousand 
community meetings at the shrine of the local school house. 

It is further suggested that an Educational Congress be held in Columbus on 
December 5th and 6th, 1913, and that the community meetings select lay delegates 
to the Congress. The Teachers' Institute organizations will designate delegates 
from the teaching forces within the counties. 

We ask that the Mayors of municipalities supplement this proclamation with 
like official action, and that the fullest measure of cooperation be given by Boards 
of Education, Teachers' Institutes, the Grange, Women's Clubs, Mothers' Clubs, and 
Labor and Civic organizations. 

Let it be a day of genuine awakening. The necessity and opportunity of the 
hour call for it. 

In Testimony Whereof, I have hereunto subscribed my name and caused the 
Great Seal of the State of Ohio to be affixed, at Columbus, this twenty-fourth day 
of October, in the year of Our Lord one thousand nine hundred and thirteen. 

(Signed) James M. Cox, 

Governor. 
By the Governor, 

Chas. H. Graves, 

Secretary of State. 

LETTER OF TRANSMITTAL. 
To His Excellency Hon. James M. Cox, Governor of Ohio: 

The Ohio State School Survey Commission herewith respectfully submits for 
your consideration the report of its work. 

The commission held its first meeting March 12, 1913, at the Neil House, 
Columbus, Ohio, and secured as its Secretary and Director of Survey Dr. Horace 
L. Brittain of the New York Training School for Public Service, which has most 
generously paid his salary during the survey. The experience which Dr. Brittain 
had had in the school survey of Wisconsin gave him peculiar fitness for the work 



5 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

in view and the commission considers itself fortunate in having had his services. 
His tactfulness, foresight, thoroughness, freedom from fads, his quick insight into 
the conditions, his sane judgment, his untiring efforts and his knowledge of the 
best that exists in the school systems of other states, have made possible whatever 
success the commission has achieved. We wish to express our gratitude to him. 

The survey has been carried on in a thoroughly cooperative way. We called 
on a large number of men and women to assist us in one way or another and we 
have been open to suggestions from every quarter. We have invited criticism and 
advice. Consequently our report is not the work of any one man or group of 
men; but is rather the composite product of the school men and women of this 
and other states and because of this fact we venture to hope that it will be found 
sane and practicable. To all who have aided us in any way we express our 
thanks. 

Every member of the commission has to the best of his ability taken part 
in the field work of the survey. We have tried to learn at first hand the actual 
conditions and to understand the problems that confront our schools. The report 
of the director and his constructive suggestions have been submitted to us section 
by section and we have discussed them and passed on them before they were 
given to the public. On every point we have reached a perfect agreement and our 
report is in the fullest sense of the word unanimous. 

The prime object of our consideration was the educational welfare of the 
children of the state and of this object we have never lost sight. As most in- 
timately affecting the children we regarded the teacher and the quality of the 
classroom instruction. To these, all other matters are subsidiary. We have tried 
to consider everything that affects the children, the teacher and the teacher's work. 
This statement will explain why we have so carefully examined into the physical 
and material conditions of our schools and will make clear our attitude toward 
them. They are important because they deeply affect the welfare of the children 
and the efficiency of the teacher. It may be said that we have dealt largely with 
externals. If that is true, our answer is that it is chiefly concerning externals that 
we can legislate. The spirit which should permeate our schools is greater than 
the externals, but concerning this spirit we can make no laws. It must come from 
the people of the state— from the people, enlightened, intelligent, interested and 
heartily cooperating with all the agencies at their hand. These agencies we 
have sought to improve in the hope that from the people of the state will come 
forth a new spirit that shall lift our schools to heights of excellence never before 
attained and of which we have scarcely yet begun to dream. 

We have tried to make a matter of fact statement of the results of our field 
work. Our motto has been, "Nothing extenuate, nor set down aught in malice." 
We have taken no pleasure in laying bare deplorable conditions. We believe that 
the simple statement of these conditions will do much to bring about the reforms 
which we urge. We have also found much to commend — good teachers, good 
conditions and a good spirit. On these we must build. It has not been our aim 
to set up the highest standards conceivable but rather to fix a minimum below which 
no school shall fall, for if the people are thoroughly awakened to their duties 
to the schools, we may safely leave to them the creation and realization of the 
higher standards to which we cannot immediately attain. 

We hail with joy the evidence that this new spirit is beginning to manifest 
itself. The work of the commission, the School Survey Day and the educational 
congress have already done much to awaken an interest that has slumbered too 
long. We have received many letters from persons in every walk of life saying 
that they will do all in their power to advance the cause of education and asking 
for help and guidance. We believe that the time is ripe, the moment propitious, 
for wise, comprehensive legislation which will give a legal basis for the needed 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. O, 

reforms and at the same time indicate the lines along which we may expect growth 
and improvement. 

The commission unanimously recommends the creation of some special, tem- 
porary agency to assist in following up the proposed legislation and to study two 
most important matters which the commission has not been able to investigate with 
sufficient thoroughness to be able to make definite suggestions. These are voca- 
tional education and a system of pensions for teachers. 

In conclusion, we wish to thank your Excellency for the unfailing support and 
encouragement you have given us in our work. It must be left to the coming 
years to reveal and measure the beneficence of your action in promoting this 
survey. Respectfully submitted, 

M. Edith Campbell, 
William L. Allendorf, 
Oliver J. Thatcher, Chairman, 

Commissioners. 

Excerpt from the Proclamation of James M. Cox, Governor of the 
State of Ohio, Calling the Eightieth General Assembly in Extraordinary- 
Session: 

"The general assembly at its last session authorized a survey of school con- 
ditions by a commission appointed by the Governor. This organization has done 
its work so competently as to render the service so given a distinct contribution 
to our people. The formal report of the commission will be submitted in full to 
the general assembly. It will be noted that while conditions in both the city and 
rural school need legislative attention, it is suggested that at this time we direct 
our efforts to the rehabilitation of the rural schools where the necessity for 
changes is more pressing. Every student of economic conditions agrees that the 
general welfare of the city and country alike calls for vitalizing treatment of rural 
life through legislation. The rapid growth of the cities has brought about not 
only an increased demand for labor, but it has carried with it so many advantages 
in living that the tide of humanity from the farm to the city compels the dedica- 
tion of our energies to the problems of the country. Country schools in Ohio, 
as in every other State, have in many sections drifted into a deplorable condition 
as a direct result of a system designed originally for conditions that no longer 
exist. There can be nothing more deeply rooted in justice than the proposition 
that the country communities are entitled to the same educational advantages en- 
joyed by the cities. Speaking generally, farms are assessed for taxation at a valua- 
tion ratio as high or higher than city property, and yet the same rate of taxation 
levied on farm property does not enable rural communities to maintain their public 
works and give to their children the facilities for education that are found in the 
cities. The advantage with the city comes from a policy of consolidation which 
enables the dollars to go farther, and a given expense takes care of a larger 
number of pupils. 

"It will be observed that the commission lays stress on the subjects of con- 
solidation, supervision and the training of teachers. These three features of 
educational work have yielded such beneficial results that no one questions the 
wisdom of the plan. If it does well in the cities all over this country, then its 
adoption in the rural communities will work to the same end. In the more 
populous and prosperous parts of the State, consolidation and supervision in a 
limited degree have been tried out with results so advantageous that few families 
would suggest a return to the old order of things. Some counties are poor in 
property resources, and yet the brave people in the hill sections have done their 
part as citizens in the industrial days of peace and the emergency days of war. 



IO A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

The time has arrived in the life of this great Commonwealth, rich in its resources, 
citizenship and patriotism, to take hold of the conditions which inevitably penalize 
the poor sections with inefficient schools. 

"I recommend, therefore, with all earnestness, such changes in existing law 
as will enable every county to make consolidation of districts, where desired, and 
to enjoy efficient supervision and the service of trained teachers. This justifies 
state aid, the Commonwealth providing half the cost of supervision in every county. 
The State, under the Constitution, is given a stated authority, and it must assume 
the responsibility which goes with it. Educational authorities in every part of 
the United States are agreed that the step this State is about to take will give it 
high rank in matters of education. Every member of the general assembly who 
has, by the circumstances of time and events, been enabled to participate in this 
great work will find that it is his greatest contribution to the race." 

The General Assembly in special session assembled in 1914 enacted 
what is commonly known as the New Rural School Code. Governor 
Cox during the three terms of his administration vigilantly guarded this 
code against all reactionary influences. It has proved, beyond the anticipa- 
tion of its most ardent advocates, its worth in meeting the needs of rural 
school conditions. When fully and properly administered it is a cor- 
rective agency for the readjustment of the affairs of rural life. Fortu- 
nate are the children whose heritage it is to have the opportunities made 
possible by its provisions and the coming years only can reveal the full 
measure of its benefits. 



THE ONE-ROOM SCHOOL. 

In pioneer days the industrial and social activities needful to the. 
simple life of the community took place within the scope of the observa- 
tion of the child. There was no material division of labor and each 
family was almost self-sustaining. They cleared the ground, prepared 
the soil with a wooden-share plow, sowed and reaped the crops, spun and 
knit and wove. The children observed all these industrial activities and 
were required to take part in them to the extent of their ability and 
strength. They learned to do by doing and by this participation they 
received an industrial training of real educational value. It was educa- 
tion through life in the fullest measure. In like manner the social values 
of education were secured in many ways outside of school. By the time 
these boys and girls reached maturity they could do almost everything 
that anybody else in the community could do ; they could perform their 
part in the social and industrial activities of the community and were 
relatively efficient citizens. 

Nevertheless, these hardy pioneers who so courageously braved the 
dangers and privations of the western wilderness brought with them cer- 
tain educational and cultural ideals that could not be attained by par- 
ticipation in home and community activities. The school with its funda- 
mentals of reading, writing, and arithmetic was a necessary supplemen- 
tary agency in the training of the children. Our forefathers realized this 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 1 1 

and whenever they advanced to occupy new territory they always took 
the school with them and almost contemporaneously with the erection of 
the cabin home was the appearance of the rural school house. The curri- 
culum of this little district school was narrow and the methods of in- 
struction were poor as compared with our modern conceptions but it 
served its day. Formal instruction was not so needful to the frontiers- 
man because his children were obtaining a practical education by partici- 
pation and strong self-reliant men and women were produced with but 
a few months of school attendance. 

Furthermore, the old time district school occupied an important 
place in the social life of the community and it was the center of the 
entire community of much truly educational activity besides intensive 
and formal instruction. Then, too, there were few opportunities for 
entertainment and recreation so the people of a community naturally 
turned toward the school for amusement. Here were held the neighbor- 
hood spelling school, the debating club, the literary society, the singing 
school. 

But conditions have changed. The old time plow with its wooden 
share has been replaced by the tractor; the ox cart has, through the 
course of evolution, given way to the automobile. There has been a mar- 
velous social and industrial change in our nation and life has become 
more complex in all its phases. New industries have sprung up on every 

hand with a consequent division of 
labor. Production and preparation 
of the things necessary to the con- 
venience, comfort, and life of the 
home and community are far re- 
moved beyond the limitations of the 
child's observation. With the multi- 
plying and growth of cities came 
many artificial attractions and inter- 
ests, and the daily paper made the 
youth familiar with city life. He 
read and heard of the great rewards of commercial enterprises. The 
district school failed to attract longer as a center for the social and intel- 
lectual life of the community and its usefulness as an institution was 
hampered. 

A valuable means of education was thus lost to the country child 
when he was deprived of the opportunities for participation in the social 
and industrial activities of the community. Now he must gain 
knowledge of the experiences of an expanded and complex society 
mainly by means of books since it was impossible for him to become 
familiar with the activities of an enlarged community by means of obser- 
vation. The burden and responsibility of the school was greatly increased 
and as a result its curriculum was broadened. Many new subjects were 




12 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



from time to time added to its program of studies in an attempt to bring 
the child in contact with the ever increasing experiences and activities of 
a modern complex life. An educational crisis was at hand. Education 
by observation and participation that was such an important factor in 
the training of the pioneer child was supplanted by a system of education 
by information as it existed in the textbooks of the enlarged school pro- 
gram of studies. The opportunities for giving expression were fewer 
and more difficult and most unfortunate of all was the fact that the 
things about which the child learned were either largely foreign to his 
needs or but indirectly related to his interests and environmental con- 
dition. The school was thus faced away from those natural interests 
which reveal the possibilities of rural life and which are conducive to a 
development that meets its needs and purposes. 




A Typical Brick One-Room Building. 



The district school did not keep step with rural economic progress. 
The telephone, rural free delivery of mails, parcel post, improved roads, 
and modern farm machinery gave evidence of rapid advancement. The 
farmer built a home that afforded facilities essential to the conveniences 
and comfort of his family; he constructed barns and outbuildings that 
were adequate to his needs ; he provided improved modern houses for his 
poultry and his live-stock. In all the community there was but one evi- 
dence of retardation, one institution of bygone days, and that was the 
country school, which, instead of having improved, had deteriorated. 

The old building constructed twenty-five or fifty years before was 
ugly, weathered, impaired, inhospitable, and hygienically if not physically 
uninhabitable. Everything had moved forward except the little district 
school. It had been going down for a quarter of a century and was fast 
becoming eliminated as an institution as a result of neglect. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 13 

WHAT THE SURVEY OF 1913 DISCLOSED. 
I. Academic Training of Teachers then in Service. 

Not over half of the teachers in the rural schools were 
graduates of high schools and about eighteen percent had no 
education beyond the elementary grades. Teachers in high 
schools in such districts had insufficient academic training, 
probably sixty percent of them not being college graduates 
and about one-fifth of them were not even high school 
graduates. 

II. Teaching Experience and Tenure of Office. 

Sixty percent of the teachers in the one-room rural 
schools had taught five years or less. No other types of 
schools had so many beginners in the service. This indicates 
that the rural school districts were giving experience to be- 
ginners and in many cases if this experience was successful 
the teachers went to the cities and villages to teach. This 
was caused by the low salaries in the country, absence of 
organization of rural life for social purposes and lack of 
privacy and opportunity for the teacher to study. There 
were frequent changes in positions and in the one-room 
township elementary and village high schools half of the 
teachers were teaching in those schools for the first time. 

III. Professional Training of Teachers. 

Nearly half of the teachers whose schools were surveyed 
had no professional training whatever. Of the beginners in 
September, 1913, seventy-one and four-tenths percent had no 
professional training. 

IV. Teachers' Institutes. 

The attendance at the teachers' institutes was much 
greater than it would have been if the teachers had not been 
paid for attendance. The attentiveness of teachers at insti- 
tutes was good in only about half the lectures. The State 
Superintendent of Public Instruction addressed eighteen in- 
stitutes and the order and attention were so noticeably poor 
in over one-third of these institutes as positively to interfere 
with the work of the institutes. In three lectures the Super- 
intendent had to demand attention before he could proceed. 

V. Class Room Instruction. 

The most common faults of teaching observed from the 
survey were : ( 1 ) Teaching from the book exclusively, 
(2) leading questions, and (3) unnecessary talking. Arith- 



14 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

metic was probably the best taught subject of the curriculum. 
Less teaching was done from the book than in other subjects 
and students were given opportunity for self-expression. 
The teaching of Geography and History in the schools vis- 
ited was extremely weak. Physiology and Hygiene was one 
of the most abused subjects in the course of study mainly 
because the pupils were not required to react on the various 
problems discussed. Only one out of five hundred ninety-two 
one-room schools, one centralized or consolidated school out 
of seventeen, one village school out of thirteen, one high 
school out of twenty-two, made any provision whatever for 
the teaching of Manual Training. The teaching of Domestic 
Science was in practically the same condition. There was 
extreme meagerness of apparatus in most schools for teach- 
ing Agriculture. In many districts the teaching of Agricul- 
ture which should have been a basic subject of the curriculum 
was bookish and failed to connect in subject matter with 
the life of the pupils. 

VI. Equipment of Elementary Schools. 

The one-room rural schools were poorly provided with 
educational, social center, and sanitary equipment. Nearly 
one-twentieth of the children were sitting in seats obviously 
too large ; one twenty-fifth were sitting in large seats with 
small low desks in front; over fifty percent of the children 
occupied sittings inEwhich the relative positions of seats and 
. desks were incorrect. There were but few adjustable sit- 
tings and no schools were found using movable desks. 

Although excellent taste had been shown in the choice 
of pictures in some schools, in many the only pictures were 
calendars, magazines, and daily newspapers. Nearly half 
the schools had some decorations other than pictures but they 
were unkempt, such as dust covered evergreens, flags, corn, 
drawings, mottoes, curtains, flowers, paper chains, and ad- 
vertisements. 

The needs of the smaller children especially were neg- 
lected in the placing of blackboards. In many places the 
wood and plaster boards were still in use. Little attention 
was given to the chalk dust nuisance. Some of the one-room 
schools had no teacher's desk. But few had sand tables. 
Many children used slates. Many different kinds of text- 
books were in use generally and in some schools several dif- 
ferent publications' were used in the same subjects. In 
Reading, Language, and Geography, particularly, editions of 
textbooks from fourteen to thirty-four years old were in use. 
Eighty percent of the one-room schools had no supplemen- 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 1 5 

tary readers. One-fourth of the one-room schools visited 
had no libraries. One school had a library but the board of 
education discontinued it because the children were reading 
the books too much and the board feared that the regular 
work would suffer. One-fourth of the schools surveyed had 
no dictionary. Only two traveling libraries were found in 
the five hundred ninety-two township schools visited. 

VII. The Physical Plant. 

Many schools had an insufficient number of square feet 
of ground for organized play, fifty-six percent having less 
than a half acre. In some cases the children played in 
adjoining fields. There was a common disregard for educa- 
tion through play and games. 

School grounds connected with one-room schools were 
in poor condition as to ornamentation and in many cases 
were unimproved and unkempt. Only a few schools had 
play apparatus and where found it was meager, such as a 
baseball, a rope, etc. The school was no longer a play center 
and had lost its hold on the older boys and girls. 

Nearly three-fourths of the buildings were at least 
twenty years old and some were over three-fourths of a cen- 
tury. Many were of unknown age. A majority of the 
buildings had no cloak rooms or closets for storing appa- 
ratus. Nearly one-half of the buildings visited were in need 
of repair. 

About sixty percent of the one-room township schools 
were lighted from opposite sides. Many were lighted from 
three sides. Some were lighted from four sides. Window 
space was disproportionate to the floor area. 

A small percentage of the schools visited had jacketed 
stoves and ventilating facilities. The foundations of the 
buildings were not tight in many cases and some had no 
foundations, thus rendering the proper heating of the build- 
ing difficult. 

' Ninety percent of the one-room schools had no means 
of ventilation except the windows and these were without 
window boards to prevent draught. The schools that had 
humidifying apparatus were rare. 

Ninety-nine and six-tenths percent of the one-room 
township schools had earth toilets and failed to meet the 
requirements of the state building code. Many conditions 
were revealed that were dangerous to the health and morals 
of the children. Some of the toilets were within a few feet 
of wells and others were close to the school building and 



i6 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



nearly all were defaced by cutting, much of which was 
obscene. 

The janitor service was poor. In some schools the 
feather duster was used. One-tenth were dusted once a 
week or less. The floors of many buildings were in poor 
condition and others were insufficiently scrubbed. Sixty- 
eight percent were scrubbed but once a year and less than 
five percent were scrubbed more than four times a year. 
Little attempt was made in the matter of dust prevention. 

VIII. Health of Pupils. 

No township special district nor village school visited 
had the services of a school nurse. Only one school reported 
as having a regular school physician. Forty-six and nine- 
tenths percent of the one-room schools inspected had no 
wells. Wells were seldom tested and many had been con- 
taminated. But few schools examined the children for de- 
fective vision and no school gave the child a thorough phys- 
ical examination. 

IX. There was no uniformity as to records and reports. 

X. Many boards of education were breaking the school law by 
non-enforcement of the compulsory attendance law, by re- 
fusing to pay teachers for janitor service and attending insti- 
tutes, and by maintaining a school for less than thirty-two 
weeks per year. 




1919. 

Many of the conditions exposed by the School Survey of 1913 are 
still unchanged or insufficiently improved. The above extracts from the 
Survey report are negatively suggestive of what should be done in the 
way of betterment of rural school conditions where the one-teacher sys- 
tem still prevails. Data on present conditions of the one-room system 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



17 



may be collected from the following chapter on Supervision thereby 
making possible a comparison with conditions in 1913. 




1919. 




Many one-room schools still lack adequate library equipment. 




Heat, light and ventilation are defective in most one- room schools in Ohio. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



SUPERVISION. 

Under the New Code a county school district was created and placed 
under the supervision and control of a county board of education com- 
posed of five members elected by the presidents of the various village 
and rural boards of education in such county school district. This county 
board of education was authorized and directed to appoint a county 
superintendent of schools. His educational qualifications are defined by 
statute and he is in all respects the executive officer of the county board 
of education. The new code further provides that the county board of 
education shall divide the county school district into supervision dis- 
tricts ; that each supervision district shall be under the direction of a 
district superintendent to be elected by the presidents of the village and 
rural boards of education within such district. A system of supervision 
was thus provided for the rural part of the county, complete in its or- 
ganization and uniform in its operation. 

Probably the greatest gain in school efficiency under the new law has 
been the improvement in class room instruction due to competent super- 
vision. Notwithstanding the fact that the provisions of the law in its 
cumulative requirements of academic and professional training have been 
an important element in transforming the qualifications of teachers, super- 
vision has been a primary factor in the amelioration of class room in- 
struction, in the selection of teachers especially adapted to the particular 
kind of work to be done, in their assignment to positions most favorable 
to successful results, and in giving real help to these teachers in the prac- 
tical, effective performance of their duties in the class room. The con- 
stant drift of teachers to vocations that afford better compensation and 
the many changes in teaching positions necessitate the employment each 
year of a relatively large number of inexperienced teachers. In such 
cases failure has often been converted into success as a result of the 
assistance and advice of superintendents given early in the year. This 
is true especially in the poor counties where lack of funds has made it 
impossible to stabilize the teaching force in the same degree as has been 
done in the wealthier counties that are able to offer more attractive 
remuneration. Lake county, for example, reports that there is not one 
elementary teacher working in that county who has not had normal train- 
ing or one or more years of teaching experience. Under such conditions 
the transformation even in the one-room rural schools is almost beyond 
estimation and it is to be hoped that financial relief will be forthcoming 
to the poor counties whereby they, too, may be benefited from the 
results of a permanent, well-trained corps of teachers. 

Reports from forty-seven counties show that there were 3271 
teachers in 19 14 without normal training. This number was reduced to 
892 in 1919. There were 116 graduates of normal schools in these same 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 19 

counties in 1914 and 1413 in 1919. There are but few beginning elemen- 
tary teachers in 1919 who are not high school graduates. The teachers in 
the first grade high schools are required by the Department of Public 
Instruction to be college graduates or to have the equivalent in "scholastic 
attainments. Beginners are required to have 24 weeks of professional 
training before they can teach in the elementary schools and 30 weeks of 
professional training before they can teach in the high schools or engage 
in teaching special subjects. Teachers who were primarily interested in 
other occupations and who taught as a mere incident have been gradually 
eliminated from the profession and replaced by those who are better pre- 
pared through normal training and other means of professional growth 
to do effective work. A report from Preble County showed that 28 of 
the 35 high school teachers in the county are college or university grad- 
uates and that the remaining seven have attended college. Ninety-five 
percent of the elementary teachers have attended normal school and more 
than one-fourth of them are normal school graduates. Miami County 
reported that fifty-three percent of the elementary teachers in the village 
and rural schools have had one year or more of normal training in rec- 
ognized institutions. 

Superintendents, by a constant campaign of education, have convinced 
boards of education that it is much better to employ teachers with ade- 
quate normal training than to risk the welfare of the children to those 
who have made no preparation to teach. As a result, a higher wage is 
being paid to the trained teacher than to the untrained except in those 
cases where teachers have had a number of years of successful experience 
and have manifested such attainments as may rightfully be accepted as 
compensation for lack of training. 

Trained teachers are more susceptible to supervision which greatly 
increases their chances of success and which has been the means of 
enabling superintendents to demonstrate the superior worth of such 
teachers to boards of education, who are beginning to realize that they 
who observe the teachers at work are the best judges of their ability to 
teach and are best qualified to recommend them for employment. 

In answer to a questionnaire 24 counties out of 48 reported an in- 
creased attendance at teachers' institutes while 39 counties reported better 
interest and attention. In many counties there has been no increase in 
attendance and in some there has been a decrease, even, because of the 
great number of teachers who are in attendance at normal schools during 
the time that the institute is in session. In other counties, owing to low 
wages, it has been impossible to maintain a permanent corps of teachers 
resident in the county in which they are employed. These teachers are 
either attending normal schools or are attending institutes in their home 
counties rather than in the counties in which they have contracted to 
teach, thus materially decreasing the institute attendance in such counties. 

Supervision has brought the teachers together in meetings through- 



20 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

out the year in addition to the regular annual institute. Sometimes these 
meeting's are held monthly in the various supervision districts at which 
methods of presentation and application, the selection, elimination, and 
adaptation of subject matter, the qualifications of teachers, school prob- 
lems, and kindred subjects are discussed. Recitations for observation are 
conducted, thus giving the teachers opportunity to realize the possibilities 
and magnitude of their work, inspiring them with ideals, and increasing 
their powers and capabilities for that achievement which results in the 
realization of success with its consequent encouragement and joy. 

Mahoning County reported the group plan of meeting. The teachers 
of the county are organized into four groups each having its own officers. 
There are the one-room section composed of all the teachers in the one- 
room schools ; the primary section, composed of all teachers in the first 
four elementary grades; the grammar grade section, composed of all 
teachers in the last four elementary grades; and the high school and spe- 
cial section. These sections meet four times a year in addition to the 
regular institute. Departmental programs are held and oftentimes the 
sections hold an allied meeting in which a well known educator addresses 
the teachers. 

The most common faults of class room instruction have been, to a 
great extent, eliminated. The child, instead of the textbook, is fast re- 
ceiving attention as the center of gravity of the system. His native ten- 
dencies, aptitudes, powers, and capabilities are given first place in the 
teaching process. An appeal is made to his interests by the vitalization 
of subject matter and his needs are met by its proper selection and 
adaptation. Standard methods of presentation are being practiced in an 
attempt to give to each and every child opportunity for development to 
the fullest extent of his possibilities. Training and sympathetic super- 
vision have caused teachers to have a different conception of their re- 
sponsibilities and the importance of their work, which has inspired them 
to put forth their best efforts. The new law took cognizance of the fact 
that class room instruction is the vital thing in school work when it speci- 
fied that the district superintendent should spend at least three-fourths of 
his time in actual school room supervision. The county and district 
superintendents have tried to fulfill the law in this respect with a sincerity 
of purpose based on a realization that supervision means something more 
than mere visitation. 

All the counties surveyed for the purposes of this bulletin reported a 
decided improvement in class room instruction, the same being most 
marked in the teaching of Reading and English. 

Boards of education in general have given heed to the recommenda- 
tions of superintendents as to needed equipment for the schools and have 
acted accordingly in supplying it. Forty-seven county superintendents 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



21 



reported increased improvement in the equipment of one-room schools as 
follows : 



Libraries 28 Counties 

Agricultural Apparatus ... 21 Counties 

Domestic Science 10 Counties 

Manual Training 10 Counties 

Maps 38 Counties 



Drinking Equipment 37 Counties 

Furniture 23 Counties 

School Room Decoration 33 Counties 

Blackboards 33 Counties 

Supplementary Readers... 38 Counties 



In counties where the topography of the country is such as to permit 
consolidation and centralization of schools and where such a system 
has been promoted by superintendents and boards of education little 
attention has been given to the improvement of the one-room school. 
Its further existence is but a question of time and any expenditure of 
funds for permanent improvements has not been deemed judicious. 
There is a prevailing opinion among school officials in such counties that 




Consolidated Elementary School, Pike Township, Clark County. 
A new high school building which has just been completed is 
located across the road from this one. 



an improvement of the conditions of the one-room rural school would be 
the means of its prolonged retention and that it is better to let it eliminate 
itself as fast as possible that the best ultimate results may be produced 
in the briefest possible length of time. This, however, is a debatable 
policy. In some of those districts that still have the one-room school, 
improved conditions by means of consolidation and centralization may 
be accomplished if the people can be caused to realize what constitutes 
proper education of their children and that the one-room system does not 
meet the demands for such training. In others where the old system still 
exists, the people hope and believe that it can be revived and made better 



22 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

to such an extent as to provide adequate educational facilities and they 
are convinced of its insufficiency only after all has been done that is pos- 
sible to be done in this "respect, thus affording them opportunity to com- 
pare the efficiency of the old school at its best with the consolidated 
school. A comparison of the two systems will usually result in the final 
determination that the old one-teacher school is inadequate in fulfilling 
the educational requirements of the country boy and girl under present 
industrial and social conditions. In the hill counties with their unim- 
proved roads where the one-room school must, be depended upon as a 
means of education, adequate equipment has not been provided nriinly 




Centralized School, Washington Township, Wood County. 

because of lack of funds. This is a condition that should be met by the 
state, either by a change in the system of taxation or by liberal appro- 
priation. 

In general, that which could be accomplished by the directing force 
of supervision has been done. Seats have been rearranged and adjusted 
to the needs of the pupils; ample blackboard space has been provided 
although the needs of the smaller children have not been met in this 
respect in a satisfactory manner. The many different kinds of text- 
books, the different publications in the same subject, and the old editions 
have been replaced by a uniform system of textbooks written in accord- 
ance with the best modern educational ideals. The many meager libraries 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 23 

in the one-room schools have been augmented by the addition of the 
Pupils' Reading Circle books and similar publications, suited to the varied 
tastes and capacities of the children, and in most of the schools that had 
no libraries nor supplementary readers at the time the code went into 
effect this lack of equipment has been supplied. Improvement and 
progress have been handicapped, as stated before, by lack of funds in the 
poor counties. As a result of the amendment of Section 7642 of the 
General Code wherein it is now provided that whenever a school receives 
donations or bequests for library purposes the board of education shall 
appropriate from its tuition or contingent funds or both a like amount 
not to exceed $100.00 in any one year for any particular school in the 
district under its control, it is probable that library conditions in the weak 
districts will be more rapidly improved in the future. 

Supervision has accomplished much in the betterment of sanitary 
and hygienic conditions in the one-room schools. Observation in this 
respect shows improvement in at least 50% of the schools in heating and 
ventilating and 75% in drinking equipment. Not so much has been 
accomplished in the matter of lighting because of the fact that it is 
necessary that the one-room schools be remodeled that the proper ratio 
of window space to floor space may be established. In nearly all the 
one-room schools cross lighting still exists, and, in some, light is received 
from even three or four sides. 

Investigation made throughout the state shows that but little atten- 
tion has been given to provide sufficient amount of play ground space 
and play ground apparatus and that the educational value of play and 
games is not yet appreciated by school officials. But few school grounds 
have been improved as to ornamentation but as a rule they are better 
kept. 

As a result of the survey of 1913 it was found that many of these 
buildings were more than three-fourths of a century old and that some 
were of unknown age ; that they lacked adequate cloak rooms and closets ; 
that one-half were in need of repairs ; that 99.6% of the toilets failed to 
meet the requirements of the state building code; that the janitor service 
was poor. Reports from forty-eight counties in 19 19 show that only 143 
new one-room school buildings have been erected within the past five 
years and that 260 have been remodeled and improved as to cloak rooms 
and closets. Twenty counties out of forty-eight reported that nothing 
had been done in the way of material repairs and 14 counties failed to 
report any improvement in toilets, although there are but few toilets con- 
nected with the one-room schools today that meet the requirements of 
the law and many do not meet the demands of society for moral 
cleanliness. 

Owing to supervisory observation, janitor service has been im- 
proved. Better wages are paid to janitors and as a result these duties are 



24 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

performed by more mature and better qualified persons. The rooms are 
kept cleaner and much needed attention is given to dust prevention. 

Observations show, furthermore, that special attention is being given 
to the care of the health of the children attending the one-room school 
in about fifty percent of the counties. In most of .these, however, this 
has resulted through the efforts of the teachers to follow definite direc- 
tions given by superintendents relative -to the physical welfare of the 
children. An effort is being made to have the instruction in hygiene 
function in the daily life of the child thereby causing him to .have an 
interest in his own physical well-being. Care of the eyes, teeth, the body 
in general, and the observation of correct rules governing ventilation, 
eating, bathing and posture, are not taught only as a means of information, 
but it is endeavored to secure such participation and practice as will result 
in habits conducive to the child's physical welfare and development. 
Weakness of vision, defective hearing, adenoids, enlarged tonsils, and 
kindred afflictions of children are reported to parents which has often 
resulted in the seeking of medical examination of such children, and 
advice as to their care and treatment. 

Lighting, temperature, and ventilation are being emphasized and 
health and cleanliness in general are given a prominent place in the school 
program of many schools. Some counties are arranging for systematic 
health inspection and the recording of the physical condition of all the 
pupils, together with their mental rating and development. Eleven coun- 
ties out of forty-five reporting have the services of a visiting nurse and 
eight reported medical inspection. The following is quoted from the 
report of the county superintendent of Union County : 

"In health work we have cooperated with the Union County Public Health 
League and have accomplished a great deal of good. For several years the health 
league has offered prizes for the best essay on, "How to Combat Tuberculosis", 
and almost every child in the county above the sixth grade participates in these 
contests, thus bringing the matter to the attention of most of the homes in the 
county. 

"Each year the schools have conducted a Red Cross Christmas Seal sale, 
eighty percent of the profits of which have gone into the county health fund. 
This year' it is planned to allow each local school to retain its eighty percent to 
be used in the community for certain prescribed purposes. Last year a personal 
hygiene survey was conducted in which every child above the eighth grade an- 
swered questions of a personal nature to bring out the results of our teaching of 
hygiene in the schools. The child was. not required to sign his name and very 
honest answers seemed to be given. The result was not altogether complimentary 
to the teaching of the subject as a matter of practical application in every day 
life. 

"One year the county health league paid a lady physician for conducting a 
thorough physical examination in two of the centralized schools in our county and 
in the Marysville School. Interesting data were obtained showing that the rural 
children were no better off physically than the town children, together with many 
other interesting facts. Dr. Transeau, who conducted the survey, prepared a 
pamphlet on "Some Suggestions for Better School Hygiene", based on her ob- 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 25 

servations made while conducting this survey. This pamphlet was distributed to 
the teachers and was very helpful." 

This statement is indicative of what is being accomplished in a gen- 
eral way in school health work in many counties in the state where there 
is no county nursing service. Were it not for organized supervision with 
its unified means and purposes this work would be very difficult if at all 
possible of accomplishment. As typical of what is being accomplished in 
counties where they have organized health supervision and nursing ser- 
vice, the following report taken from the Fifth Annual Bulletin and 
School Directory of the Cuyahoga County School District, published 
Sept. 1, 1919, is submitted: 

CUYAHOGA COUNTY NURSING SERVICE, 1918. 

REPORT UPON SCHOOL WORK. 

District 1 2 

Cases Current January 1st, 1918 576 286 

Defects noted : 

Teeth J^ 614 127 

Tonsils 81 81 

. Nasal obstructions 29 21 

Ears ..' 19 7 

Eyes ! 35 39 

Skin- : 1 1 

Glands 

Deformities 1 

Pediculosis 11 5 

App't Mental Deficiency ' 4 

Deaf Mute 

Impediment in speech 

Anaemia 

Miscellaneous ., 16 

Pupils Inspected during year '. 2,649 1,813 

Number found defective 1 , 554 1 , 145 

Number without apparent defects 1,095 668 ' 

Number of defects found 1,958 1,676 

Cases carried for supervision 739 1 , 117 

Teeth 514 574 

Tonsils , 171 331 

Nasal obstructions 69 125 

Ears 21 73 

Eyes 146 197 

Skin 6 15 

Glands '. 11 52 

Deformities 2 4 

Pediculosis 11 11 

App't Mental Deficiency 27 26 

Deaf Mute 5 

Impediment in speech 3 7 

Anaemia 20 90 

Miscellaneous , T , 20 90 



3 


Total 


447 


1,309 


324 


1,065 


85 


247 


34 


84 


8 


34 


75 


149 


1 


3 


2 


2 


2 


3 


1 


17 


1 


6 























16 


,451 


5,913 


946 


3,645 


330 


2,193 


,489 


5,123 


928 


2,784 


733 


2,021 


250 


752 


120 


314 


31 


125 


130 


473 


6 


27 


30 


93 


1 


7 


39 


61 


3 


56 





5 





10 


56 


166 


56 


166 



26 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

Trifling defects were not followed up because of limited time. 
It should be noted that many of the children inspected were found 
to have more than one defect. 

District 123 Total 

Cases discharged ' 721 469 599 1 , 789 

Teeth 621 232 475 1,328 

Tonsils 108 84 137 329 

Nasal obstruction . 22 40 39 100 

Ears 19 26 13 58 

Eyes 80 66 67 213 

Skin 2 2 

Glands 3 2 20 25 

Deformities 

Pediculosis 19 8 12 39 

App't Mental Deficiency 10 1 11 

Deaf Mute . . 

Impediment in Speech 

Anaemia • 

Miscellaneous . 56 56 

Cases carried over to 1919 594 934 778 2,306 

Teeth.... 507 669 582 1,758 

Tonsils 144 328 198 670 

Nasal Obstruction 76 106 116 298 

Ears .... 21 57 26 104 

Eyes 101 170 138 419 

Skin 7 16 5 28 

Glands 8 50 12 70 

Deformities 3 4 3 10 

Pediculosis 3 8 28 39 

App't Mental Deficiency 18 30 3 51 

Deaf Mute 5 • 5 

Impediment in Speech 3 7 10 

Anemia 9 22 23 54 

Miscellaneous 20 106 53 179 

General Dispensary 16 159 55 230 

Tbc. Dispensary 1 1 

Family Physician 139 185 425 . 749 

Specialist 24 82 110 216 

Private Dentist 591 412 716 1,719 

Dental Clinic 21 202 38 261 

Humane Society 1 1 

There are, in Cuyahoga County, 120 public school buildings with an 
attendance of 8250 children. In addition to these the nurses have visited 
eight parochial schools whose attendance is indeterminate. It follows 
that with but three nurses to the county it is impossible for them to do 
satisfactory follow-up work and they have been obliged to discharge many 
cases from their files because they had lost trace of them in frequently 
occurring transfers from one district to another. In the intervals between 
nurses' visits temporary teeth which were decayed have been shed, in- 
flamed tonsils have become normal and apparent eye defects have righted 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



27 



themselves without outside interference so that many of these cases could 
not fairly be classified as "Corrections Made." 



District 1 

Corrections Made 455 

Teeth 340 

Tonsils 39 

Nasal obstructions 18 

Ears 9 

Eyes ! 26 

Skin 

Glands 

Adenoids 

Pediculosis 9 

Anaemia 

Miscellaneous 14 

Visits made by Nurses 644 

To Schools 126 

To Homes 422 

To Private Physicians Cases 

Patients Moved 

Patients not at Home 

Visits in behalf of patients 22 

Visits to Affiliated societies 

Visits to Clubs 

Visits to District Supt 10 

Visits to School Board Meetings 1 

Visits to School Board Members 9 

Miscellaneous Visits 36 

Health Talks Given .....:.... 508 

To Classes 42 

To Individuals 456 

To Clubs 10 

Teachers interviewed 107 

Number of Schools Visited 76 

Number of Hours Spent in Schools 417£ 



2 


3 


Total 


59 


169 


683 


32 


97 


469 


6 


23 


68 





14 


32 





2 


11 


15 


27 


68 





1 


1 





3 


3 


6 





6 








9 














2 


16 


641 


929 


2,214 


321 


809 


1,256 


277 


84 


783 


2 





2 




















12 


14 


48 








9 


5 


4 


18 


4 


2 


16 


.0 





1 


9 





18 


11 


16 


63 


1,736 


1,328 


3,572 


54 


41 


137 


1,600 


1,282 


3,338 


11 


5 


26 


71 


171 


349 


45 


77 


198 


2813- 


327 


1,026 



TUBERCULOSIS CASES. 

District. 1 

Cases Current, Jan. 1, 1918 49 

Dispensary 44 

Private Physician 5 

Home 

New Cases Admitted During Year 19 

Dispensary , , 11 

Private Physician 8 

Home • • ■ • 

New Cases Diagnosed 19 

Positive Pulmonary 7 

Suspicious 6 

Other Forms of Tbc 

Non-Tbc 1 

Exposed 5 



2 


3 


Total 


35 


36 


120 


30 


32 


106 


5 


' 4 


14 











22 


26 


67 


16 


18 


45 


6 


8 


22 











22 


26 


67 


12 


15 


34 


3 


2 


11 





1 


1 





8 


9 


7 





12 



28 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



District i 

Cases Discharged During Year 37 

Dispensary 27 

Private Physician 27 

Home 

Condition When Discharged : 

Positive 2 

Suspicious 3 

Non-Tbc. 18 

Arrested , 2 

Dead 11 



2 


3 


Total 


33 


15 


85 


24 


10 


. 61 


24 


10 


61 











6 


2 


10 


2 


1 


6 


18 


4 


41 





3 


5 


7 


5 


23 



DIAGNOSIS OF CASES CURRENT, DECEMBER 31, I918. 

District 

Disp. 

Positive Pul 11 

Suspicious Pul 2 

Other Forms 

Non-Tbc 15 

Exposed 

Arrested 

Total 28 



II 



Pr. 




Pr. 


Phy. 


Disp. 


Phy. 


4 


18 


2 





1 


























3 














3 


22 


2 



District 

Disp. 

Positive Pul 12 

Suspicious Pul 5 

Other Forms 

Non-Tbc. 20 

Exposed 

Arrested 3 

Total 40 



III 



Total 



Pr. Phy. Disp. Pr. Phy. Cases 



6 


41 


11 


52 





8 





8 


1 





1 


1 





35 





35 





3 





3 





3 





3 


7 


90 


12 


102 



NURSES VISITS UPON THE TUBERCULOSIS CASES. 

District 1 2 

Tbc. Dispensary 125 99 

Home 29 4 

Private Physician 8 24 

Patients Moved 15 16 

Patients not at Home 19 21 

Visits in behalf of Pts 200 204 

Visits to Affiliated Soc 74 75 

Total Visits 470 443 

Dispensary cases attend the Cleveland. Tuberculosis Dispensaries. 



3 


Total 


145 


369 


1 


34 


25 


57 


4 


35 


18 


58 


112 


516 


85 


234 


390 


1.303 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



20. 



COUNTY NURSING SERVICE. 



GENERAL CHILD HYGIENE AND CONTAGIOUS REPORT. 

District 1 2 

Cases Current, Jan. 1, 1918: 

Medical 

Surgical 

Contagious 

Child Hygiene 

Infant eye 

Eye, over two years 

Prenatal 

Obstetrical 

Cases Admitted During Year 5 20 

Medical 1 3 

Surgical 

Contagious 3 4 

Child Hygiene : 10 

Infant eye 1 

Eye, over 2 years 1 1 

Prenatal 1 

Obstetrical 

New Cases Diagnosed as : 

Ulcer of Eye 1 

Discharging Eye 1 

Infant Feeding 2 

Smallpox 3 2 

Scarlet Fever 2 

Infant Hygiene '. 13 

Prenatal 

Nervous Insanity 

Frozen Hands and Feet 

Rickets 

Enteritis 

Malformation of Knees 

Influenza and Pneumonia 

Curettage 

Carcinoma 1 

Cases discharged during year 5 9 

Medical 1 3 

Surgical 

Contagious 3 4 

Child Hygiene 

Infant Eye 1 

Eye , over 2 years 1 ?0 

Prenatal 1 

Obstetrical 

Conditions when discharged : 

Recovered 3 5 

Improved 1 4 

Unimproved 

Dead 1 

Moved 



Total 



5 


5 












































28 


53 


1 


5 


2 


2 


7 


14 


15 


25 





1 





2 


3 


4 











1 





1 


6 


8 





5 





2 


5 


18 


1 


1 


1 


1 


1 


1 


1 


1 


3 


3 


1 


1 


7 


7 


2 


2 





1 


8 


22 


2 


6 


2 


2 


1 


8 


1 


1 





1 





1 


2 


3 








2 


10 


3 


8 


1 


1 


2 


3 









3o 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



District I 2 3 Total 

Referred by Nurse 3 2 6 11 

To Hospital 1 1 

To Sanatorium 

To Hospital Clinic 2 2 

To Tuberculosis Dispensary 11 

To Private Physician 2 2 

To Humane Society 

To Court .' . 1 1 

To Relief Agency 10 12 

To Prenatal Clinic 1 1 

To Babies Dispensary 11 

Cases Current, Dec. 31, 1918. 11 25 36 

Medical 4 4 

Surgical 

Contagious 6 6 

Child Hygiene 10 15 25 

Infant eye 

Eye , over 2 years 1 1 

Prenatal 

Obstetrical 

NURSES' CALLS ON GENERAL, CHILD HYGIENE AND CONTAGIOUS REPORT. 

Dispensary 18 43 21 82 

Home 66 61 73 200 

Private Physician 5 13 46 64 

Patients moved 7 2 9 

Patients not at home 3 14 10 27 

Visits in behalf of patients 29 90 103 222 

Modifications taught 2 3- 4 9 

Visits to affiliate societies 2 10 15 27 

Miscellaneous visits 1 1 

Total visits 125 242 • 274 641 



REPORT UPON INDIVIDUALS CARED FOR BY NURSES. 

District 1 2 

Number of cases in care of nurses, Jan. 1, 1918. . . . 625 321 

Tuberculosis Cases 49 35 

General Cases 5 

School 576 .286 

Number of new cases cared for during year 763 1,159 

Total cases carried during year 1,388 1,480 

Total cases discharged during year 763 511 

Number of cases current Dec. 31, 1918. 625 969 

Tuberculosis Cases 31 24 

General Cases 11 

School . . . t 594 934 



3 


Total 


488 


1,434 


36 


120 





5 


447 


1,309 


982 


2,904 


,470 


4,338 


622 


1,896 


850 


2,444 


47 


102 


25 


36 


778 


2.306 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 31 

SUMMARY OF VISITS OF, COUNTY NURSES, YEAR I918. 

On Tuberculosis Cases 1 , 303 

On General Child Hygiene and Contagious Cases 641 

On School Cases 2,214 

Grand Total of Visits 4, 158 

SUMMARY OF VISITS OF COUNTY NURSES, YEAR I918. 

Hours in Visits 2,848 

Hours in Office 1,945 

Hours in School 1,026 

Hours in Half Days 632 

Grand Total of Hours 6,451 

Charlotte Ludwig, 

Director of Nurses. 

The above report contains interesting data on health conditions in 
Cuyahoga County. The survey is very comprehensive and reveals in- 
formation that is important and necessary to the complete administration 
of the schools and it is to be hoped that similar surveys will be made in 
all the counties of the state. The physical phase of education should be 
given more attention than has been accorded to it in the past. Its impor- 
tance is undisputed but the ways and means of its administration have 
been neglected. It is quite possible that when the new health law becomes 
effective this work will be taken up in many more counties and that visit- 
ing nurses and medical inspection will be provided. 



SUMMARY OF ACHIEVEMENTS OF SUPERVISION. 

At the time the New Code became effective many rural teachers were 
young and inexperienced, and others having little interest in reform and 
progress were unable to overcome the conservatism and inertness of the 
rural communities that were not particularly interested in any change, 
regardless of what might be accomplished in the way of progress and im- 
provement. The county and district superintendents bring to these teachers 
at the present time a measure of experience and professional training and 
have come forward as champions in the cause of better rural education. 
There now exists a unity of interest and effort that makes it possible for 
reform and improvement to sweep quickly over the entire state. Under 
the old regime it would have taken years to bring about the changes that 
have been effected within the last half decade. Districts that might 
have continued indefinitely to operate their schools under the old order 
of things have been swept by supervision into the irresistible stream 
of progress. 



2,2 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

I. A STIMULATION OF PUBLIC SCHOOL SENTIMENT AS SHOWN BY 

a. A closer cooperation and correlation of the school and the 
home resulting in boys' and girls' successful club work, 
achievement courses, home project work, and other school 
extension and community activities. 

b. A growth of the feeling of responsibility to the community 
on the part of the teacher. 

c. An attitude of greater interest and responsibility of the 
boards of education toward the school. 

d. A willingness of the people to vote money for new school 
plants and enterprises. 

e. The growing demand for consolidation and centralization 
as a means of school betterment for the purpose of meeting 
the needs and demands of modern rural life. 

f. A better trained class of teachers receiving higher wages. 

g. Better execution and enforcement of school laws, 
h. Increased school attendance. 

In many counties the high school enrollment and at- 
tendance has increased from 50 to 100% within the last 
five years. Meigs County in 19 14 had an enrollment of 224 
high school pupils and in 1919 an enrollment of 502. 

HIGH SCHOOLS IN NOBLE COUNTY. 

1915. 1919. 

Caldwell 1st grade. Caldwell 1st grade with increased attendance. 

Summerfield 3rd grade. Summerfield 1st grade with attendance increased 

from 22 to 60. 

Batesville 3rd grade. Batesville united with Beaver Township 2nd grade. 

Harriettsville united with Elk Township 2nd grade. 
Sarahsville united with Center Township 2nd 

grade. 
Carlisle united with Stock Township 3rd grade. 

Belle Valley 3rd grade. 

Dexter City 3rd grade. 

Mt. Ephraim 3rd grade. 

Some of these schools have splendid prospects for advancement. 

In Preble County in 1914 the high school enrollment was 523 ; in 
1919 it was 814. This remarkable increase of 55% is due almost en- 
tirely to consolidation. In many townships having centralized schools, 
the high school attendance has doubled. 

II. ADMINISTRATION 

a. A uniform course of study for elementary schools and high 
schools vitalized by its articulation with the industrial ac- 
tivities of the community. 

b. County uniformity of textbooks. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 33 

c. Selection and correlation of textbook material and its 
adaptation to the varying interests and needs of childhood. 

d. . Practical and sane methods of classification, grading, and 

promotion of pupils. 

e. An economical purchase of school supplies. 

f. Improved physical conditions of the school plant. 

g. Better educational and sanitary equipment, 
h. Uniform system of reports and records. 

i. Better class room instruction. 

j. Record of pupils' mental and physical conditions and de- 
velopment, 
k. Estimates of the child's powers, capabilities, and aptitudes. 
1. The use of scientific methods of measurement. 



Supervision under the new code as compared with supervision 
under the old regime shows the following results in Montgomery 
County : 

"1. 100% of the schools of the county under supervision as com- 
pared with 75% of them under the old regime. 

2. More professional interest in the schools upon the part of the 
superintendents than formerly as evidenced by attendance at 
schools, conventions and pedagogical gatherings ; hence, better 
supervision. 

3. Better trained teachers except as interfered with by the war 
conditions in the last two years. 

4. Better attendance at school by the pupils. 

5. Better courses of study. 

6. Uniformity in many lines, especially textbooks, which, com- 
paratively speaking, has saved patrons much money. 

7. Better classification of pupils with improved methods of de- 
termining promotion of the same. 

8. Better classification of our high schools, with much improve- 
ment of the grading thereof and the equipment of apparatus 
and libraries. 

9. Better cooperation among superintendents, teachers, boards of 
education, and patrons, resulting in an emphatic advance of 
educational sentiment, manifesting itself in less trouble in the 
enforcement of the compulsory education law and an increased 
attendance of large proportions in the attendance at our high 
schools. 

10. A decided movement in the direction of the centralization and 
consolidation of our schools, with sentiment almost universally 
in favor of it and held back only by the abnormal conditions 
in the price of building materials and in labor.'" 

3 p. 1. A. A. Maysilles, County Superintendent. 



34 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

MODEL SCHOOLS. 

In Mahoning County they are attempting to solve the one-room 
school problem by establishing certain standards that must be met 
that schools can be classed as . model schools. Five schools have 
already attained that standing and by 1920 it is expected that all the 
one-room schools in two townships, a total of sixteen, will attain this 
classification. The requirements for standardizing the schools as pro- 
vided by law in Ohio are according to the opinions of the superintendents 
of that county altogether inadequate to create a re-directed school. 

The following conditions suggested by the county superintendent 
must be met before a school can be classified as a model school: 

I. The Building and 'its Environment. 

a. A building heated and ventilated with a modern floor 
furnace. 

b. Walls and ceiling suitably tinted. If walls and ceiling are 
plastered, we would suggest brown wainscoting, dark buff 
walls rest of way up and a light buff or cream ceiling. If 
paper must be used instead of paint or kalsomine, the same 
shades should be adhered, to. 

c. Windows must have uniform panes of glass and suitable 
shades for every window. 

d. At least two glass plates 8" x width of the window, to 
be used for window ventilation without creating noticeable 
currents of air. 

e. The room seated entirely with single seats, preferably the 
adjustable seats. 

1. Suitable cloak room hooks for every child. 

f. Toilets in good condition and screened. 

g. Coal house in good repair and so located as not to reflect 
upon the location of the school building. 

h. If but one outside door to the school building, a cement 

walk to the road 3^ feet wide, 
i. A school mail box suitably located, 
j. The playgrounds must be level enough to admit of ready 

use for games, 
k. A good well or sanitary drinking fountain. 

II. The Equipment. 

a. Good slate or composition blackboard, with at least 12 lineal 
feet of same within two feet of the floor. 

b. At least a map of Ohio, the United States, and Europe, and 
a blackboard outline map of the United States. 

c. One good globe. 

d. A good bookcase and a large storage cabinet. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 35 

e. One sand table and one work table. Also a small reading 
table. 

f. One oil or gasoline stove. 

g. One set of standard units of measure. 

h. A sanitary washstand, wash bowl and pitcher, a mirror, and 
slop jar. Also a towel holder for paper towels. 

i. Access to a Babcock milk tester, a corn grader and a tree 
pruner. 

j. One trip scale and set of weights to accompany same. 

k. Simple illustrative chemical and physical apparatus. 

1. Supplies for nature study work. 

m. The supply of primary and hand materials called for in the 
County Course of Study. 

n. A keg of dustdown and sanitary dust cloths. 

o. One first aid outfit. 

p. One Reed bird glass. 

p. One set of Studebaker Arithmetic Tests for Rural Schools. 

r. A good school library containing at least 15 volumes named 
in the County Course of Study and by the teacher for 
reference and for the teacher's use. Also at least two supple- 
mentary sets of readers and community books. 

s. Colored pictures (size 5x7) of all migratory birds. Also 
the Perry pictures asked for in the Course of Study. 

III. The Teacher. 

a. The teacher should be a country-bred girl and thoroughly 
in love with country life and country ideals. 

b. She should be a graduate of a high school of the first grade, 
and in addition have at' least one year of normal work, either 
county normal work or in a distinctly rural department of 
a larger normal school. 

c. She must have at least two years of successful teaching 
experience and hold a three-year certificate. 

d. She must possess the qualities of leadership and be able to 
stimulate within others some initiative. 

e. She must possess a good personality, be neat and conserv- 
ative in her dress, thus avoiding the rural criticism that 
many teachers are bound to come in for when they attempt 
to dress according to urban fashion. 

IV. The Community. 

a. The community must be in sympathy with and desire such a 
school. 

b. The community should agree, if necessary, to give at least 
a day in helping to put the building and grounds in shape. 



*6 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

c. Not less than six for the year and, better, one social program 
a month will depend largely upon the support of the com- 
munity. 

d. Since the more we have invested, the more we are interested, 
the community should assume the responsibility for raising 
a considerable part of the .money to install the equipment in 
II. For example, raise $1.00 'for every $2.00 contributed by 
the board of education. 

V. The Superintendents. 

a. Such a school would be under the direct personal supervision 
of the county superintendent. The county superintendent 
selects the teacher. 

b. The local or district superintendent visits such a school 
just the same as the rest in his district. He receives the 
teachers' reports just the same as the others in the district 
and requires the teacher to attend all meetings called by 
him. 

c. If the school pleases the superintendent, he will likely ask 
the other teachers of the district to visit it while in session. 
If such a school works out well it furnishes a standard of 
equipment and efficiency toward which all the schools of the 
district should work. 

REFERENCE LIBRARY BOOKS AND PERIODICALS. 

For the Children's Hour, Bailey $1 50 Milton Bradley Co. 

Story Plays for Little Ones, Maguire 50 Ed. Pub. Co. 

Book I of Cyr's Graded Art Readers 50 Ginn & Co. 

Book I of Stories of Famous Pictures 50 Ed. Pub. Co. 

Outlines of Picture Study 40 A. Flanagan. 

What and How 2 00 Milton Bradley Co. 

Games arid Mass Competition, Keene 25 World Book Co. 

Games, Seat Work and Sense Training 40 A. Flanagan Co. 

Poems by Grades, Vol. I, Harris & Gilbert 60 Scribner's. 

Poems by Grades, Vol. II, Harris & Gilbert 60 Scribner's. 

Chief American Posts, Page 1 75 Houghton-Mifflin Co. 

Poems Every Child Should Know, Burt. 

For the Story Teller, Bailey I 50 Milton Bradley Co. 

Stories Children Need, Bailey 1 50 Milton Bradley Co. 

Reed's Bird Guide, Water and Insect 2 50 A. K. Reed. 

Reed's Flower Guide 7 2 50 A. K. Reed. 

Nature Study Handbook, Comstock. 3 25 Comstock Pub. Co. 

Book I of Stories and Famous Pictures 50 Ed. Pub. Co. 

Subscription to Youth's Companion Curtis Pub. Co. 

Subscription to Nat. Geog. Magazine 2 50 Nat. Geog. Society. 

Subscription to One Daily Paper 3 00 

A Child's Life of Christ 40 Henry Altemus Co. 

The Natural History of the Farm, Needham 1 50 Comstock Pub. Co. 

Nature Songs and Stories, Creighton 75 Comstock Pub. Co. 

Insect Life, Comstock 2 00 Comstock Pub. Co. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. $7 

How to Know the Butterflies, Comstock 2 50 Comstock Pub. Co. 

Our Native Trees, Keeler 2 00 Scribner's. 

A Manual of Weeds, George ' MacMillan. 

The Biology of the Seasons, Thomson 2 60 Henry Holt & Co. 

Bird Life, Chapman 2 00 D. Appleton & Co. 

Nature Study and Life, Hodge 1 50 Ginn & Co. 

1 Sanitary Drinking Fountain of the Evercool Type, Catalog No. 04951-1. . $26 40 

1 Cat. No. 5404 — Mortar and Pestle, 4 oz 22 

1 Cat. No. 5433 — Pipette .' 10 

1 Cat. No. 5572 — Ring Stand No. 2 22 

1 Cat. No. 5512 — 2 ft. of 3/16 in. rubber hose 22 

1 Cat. No. 5512 — 2 ft. of 5/16 in. rubber hose 32 

1 Cat. No. 5512 — 2 ft. of V& in. rubber hose 44 

1 Cat. No. 5512 — 2 ft. of y 8 in. rubber hose 22 

1 Cat. No. 5621 — 1 doz. assorted test tubes 25 

3 Cat. No. 5620 — 3 Test Tubes, size 7x% in 09 

6 Cat. No. 5626 — 6 Test Tubes , size 6 in 38 

3 Cat. No. 5620 — 3 Test Tubes, size 8x1 in 10 

1 Cat. No. 5505 — Yz lb. Rubber Stoppers with one and two holes and 

Nos. 3, 4, 5 1 00 

1 Cat. No. 5600 — One test tube rack 24 

2 Cat. No. 5206 — Wire gauze, sizes 4x4 and 5x5 24 

2 Cat. No. 5204 — Evaporating dishes, sizes 2 oz., 3 oz 45 

1 Cat. No. 5775 — First aid cabinet 2 50 

1 Cat. No. 5151 — Funnel Tube 15 

1 Cat. No. 5100 — Flask, 6 oz 09 

3 Cat. No. 9106 — Dozen vials 1 05 

1 Cat. No. 9107 — Vial Tray, capacity 60 60 

1 Cat. No. 8290 — Dissecting set 1 00 

1 Cat. No. 9157 — Pruning shears 1 00 

1 Cat. No. 4560 — Blow pipe ..'. 08 

1 Cat. No. 4684 — Test tube cleaner 05 

1 Cat. No. 4900 — Burette clamp .-. 30 

1 Cat. No. 8332 — 100 Insect pins 17 

1 Cat. No. 91 — One 6-in. Triangular File 10 

1 Cat. No. 195 — Pair 5 in. Pliers 25 

1 Cat. No. 8374 — Cyanide bottle, 8 oz 20 

1 Cat. No. 4948 — Gross assorted corks 50 

1 Map of Ohio, National Series, Dustproof Cover, Spring Roller $5 25 

1 Map of the U. S., Continental Series, Dustproof Cover, Spring Roller.. 4 50 

1 Blackboard Outline Map of the U. S., Dustproof Cover, Spring Roller.. 9 00 

1 Globe •. 11 75 

1 Milk Scales 2 50 

1 Chemical Thermometer, Fah. and Cent 1 60 

6 Wide Mouthed Bottles 38 

1 lb. Glass Tubing, Assorted Sizes > 50 

1 Graduate 70 

1 Alcohol Lamp 35 

1 Lactometer 75 

2 Crucibles '. 54 

3 Breakers of Bohemian Glass 95 

1 Pruning Saw 1 45 

2 Tripod Magnifiers 2 00 



38 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

2 Riker Mounts, Sizes 4x5 36 

6 Glass Plates Without Brackets 

1 Corn Grader 1 13 

1 Pkg. Filter Paper, 4 in 15 

There are a few one-room schools scattered throughout the state 
that have equipment for teaching home economics, farm shop work, 
and agriculture. Home making and farming are the chief occupations 
of rural communities and, that the work of the school may be properly 
articulated with rural industrial life, these vocational subjects should 
have a place in the program of studies. Until this is done the school 
is not meeting the needs of the community. At the best the one-room 
school can not be made to meet the demands of modern rural life, but 
it is to be hoped that some plan may be devised whereby its usefulness 
as an institution may be increased during the time that it remains with 
us. 



Madison Avenue School, District No. 4, Painesville Rural School District. 

This is one of the best one-teacher schools in Ohio. The building 
has good equipment for teaching Domestic Science and Manual Training. 
There are large playgrounds in the rear, well equipped with apparatus. 
In the foreground is a well planned grass plot with abundant shrubbery 
and a semi-circular drive. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 39 



SCIOTO COUNTY PLAN OF ALTERNATION OF SUBJECTS FOR ONE-ROOM SCHOOLS 

"By a system of alternation of subjects by years, and alternation of grades, 
the number of daily recitations is decreased in the one-room elementary schools. 
This gives more time each day for recitations in each subject taught and con- 
sequently provides for more efficient work. Even then the time for recitation is 
much too short for most classes. It can be readily seen that there are scarcely 330 
minutes in the school day after 2 recesses of 15 minutes each are deducted from 
the six-hour school day. It can be further readily seen that the smaller the number 
of recitations to be heard in 330 minutes the more time there will be for all or 
some of them. Since an attempt to hear all classes each day in all eight grades 
in the rural schools must necessarily mean to have but little time for any one or 
to cheat some classes altogether if others get enough time, most any plan that 
would obviate some of the difficulty involved would be acceptable, provided that 
greater difficulties than those eliminated are not included in the new plan. This, it 
seems to me, is a sufficient justification for a reasonable plan of alternation. 

"Various courses of study were examined and subject matter on the ques- 
tion was read. The plan of alternation in the Iowa State Course of Study ap- 
pealed to us very forcibly. In it the plan of alternation reduced the number of 
daily recitations to 22. That was our ultimate aim. We first put our plan of 
alternation in operation in September, 1916, and reduced the number of daily recita- 
tions from what it had been, some 35 or 40 per day in most cases, to 25. That 
year, (1916-1917), proved to us that many of our teachers were not sufficiently 
trained to operate the plan as efficiently as we had hoped. So the next year we 
did not combine the Third and Fourth Grades in Arithmetic, which was the source 
of most trouble. We made some other minor modifications for 1917-1918 and 
worked the plan somewhat more efficiently. By September, 1918, we felt ready to 
print our course instead of giving the teachers only typewritten plans, as we had 
done the two previous years. A few other minor changes for 1919-1920 were 
made and the plan again printed. Copies of the 'Preliminary Outline Course of 
Study for the Scioto County Rural Schools,' for 1918-1919 and 1919-1920 will show 
the plan in its entirety. Said copies are inclosed herewith. 

"It will be observed that the following subjects are alternated by years: Third 
and fourth readers ; fifth and sixth readers ; and seventh and eighth grades in 
reading. For example, in 1919-1920 the third and fourth grades recite together 
only in the third reader, the fourth grade of this year having been the third grade 
of last year and having read in the fourth reader last year. It will, therefore, be 
seen that the third grade pupil of this year will get fourth grade work next year 
as a fourth grade pupil, fifth grade work next year as a fifth gratis pupil and so 
on. In other words, those pupils who began school when the plan was put in 
operation in 1916, those who began school as first grade pupils this year and those 
who will begin school as first grade pupils every alternate year hereafter will have 
studied all eight grades of work in the regular order. While those in the other 
years between said alternate years will have approximately one-half of their work 
in reverse order, e. g., they will have fourth grade work in reading before the 
third, etc. That is the point that will test the skill of the teacher, and that is the 
only place where we have had objections. Where the teacher is skilled, and can go 
slowly enough and can provide some supplementary work for the upper grade 
pupils in each combination of classes, there is but little difficulty. We claim that 
the gain to all more than compensates for this loss. In the eight years each and 
every pupil will have received the eight grades of elementary school work, those 
who started in 1916 and alternate years thereafter in regular order, those who 
started in 1917 and alternate years thereafter, part in regular order and about one- 
half of the work in reverse order. The classification of pupils by grades is pre- 
served on the records and on the report cards. 



40 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

"When patrons object to our plan, as they occasionally do, we say that it is 
not meant to be ideal. It is only to improve the conditions some and that if they 
don't like it and will help us consolidate the schools we will thereby do away with 
alternation and have straight grade zvork, with the greater efficiency that it will 
bring. In other words, we say, 'Don't kick alternation unless you want consolida- 
tion.' In fact the objections have been much less than we anticipated. The objec- 
tions have invariably come from localities having the poorest teachers. 

"We alternate fifth and sixth grade History and English. Last year we had 
History and no English in those two grades, the grades reciting together. This 
year we have English and no History, fifth and sixth grades reciting together. 
That affords an example of alternation of subjects by years and to some extent 
also the alternation of branches by grades, in that both grades in each year do the 
full work of both years in one year in each case, in so far as that is possible. We 
alternate Agriculture and Hygiene in the seventh and eighth grades in like man- 
ner. We had Agriculture last year and are having Hygiene this year. It will be 
seen that we save two classes per day each year by the alternation by years of 
the four subjects mentioned above. The alternation of the work in Reading from 
the third grade up saves three classes per day in each year, etc. 

"In our daily program it will be observed that the Language, Hygiene and 
History of the first two grades and History in the third and fourth not only recite 
together respectively, but recite only once per week each. In History and Citizen- 
ship we have the former three times and the latter twice per week, in the seventh 
and eighth grades. There are only two Spelling classes per day. 

"Counting the daily recitations in our daily program it will be found that our 
plan this year calls for 24 recitations per day while last year it was 25. This is 
the way we think it will run in alternate years in the future, until we find some- 
thing better. 

"The plan of alternation by reducing the number of classes per day gives 
more time for each class that is taught and thereby makes for more efficient work. 
In the experience with so many untrained teachers we are not able to reduce 
further the number of recitations daily and operate a plan of alternation success- 
fully at present. But the plan we now have is practicable and is being operated 
successfully." — E. O. McCowen, County Superintendent. 

hh\ '1 " !! i ; ; 

The above plan is one of the many attempts to render the one-room 
school more efficient. The only real remedy is consolidation. The only 
efficient school is the one that has more than one teacher for the ele- 
mentary grades. If school districts are adjusted to the topography of 
the country and if social and business centers are made to coincide with 
the school centers, attendance districts could be created and buildings 
could be located so that many of the schools could be consolidated. A 
two-teacher school in a modern two-room building so arranged that 
the rooms can be thrown together for social center purposes, would in- 
crease the efficiency over the one-teacher system many times. 

A survey of the schools of Athens County showed that all the 
schools except one could be united with others in consolidation. The 
topography of Athens County is about as unfavorable to consolidation 
as any county in the state. It is hoped that more attention may be given 
to consolidation in the future. This, together with proper financial relief 
will largely solve the school problem in the poorer counties where im- 
provement has not been as rapid as desired. A similar survey by other 
counties might reveal interesting facts relating to consolidation, 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



41 




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A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




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A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



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A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




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CLOTBALIZLD SCHOOL 
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A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 45 

CENTRALIZATION 

SECTION 4726 GENERAL CODE. 

A rural board of education may submit the question of cen- 
tralization, and, upon the petition of not less than one-fourth of 
the qualified electors of such rural district, or upon the order of 
the county board of education, must submit such question to the 
vote of the qualified electors of such rural district at a general 
election or a special election called for that purpose. If more 
votes are cast in favor of centralization than against it, at such 
election, such rural board of education shall proceed at once to 
the centralization of the schools of the rural district, and if neces- 
sary, purchase a site or sites and erect a suitable building or build- 
ings thereon. If, at such election, more votes are cast against the 
proposition of centralization than for it, the question shall not 
again be submitted to the electors of such rural district for a 
period of two years, except upon the petition of at least forty 
per cent of the electors of such district. (104 v. 133) 

section 4726-1. 

In townships in which there ,are one or more school districts, 
the qualified electors of such school districts may vote on the 
question of centralizing the schools of said township districts, or 
of special school districts therein, without interfering with the. 
existing school district organization until the result of the election 
shall have been determined. If at such election in any township 
a majority of all the votes cast shall be in favor of centralizing 
the schools in said township, the probate judge of the county 
' shall create a new board of education for the said township, with- 
out delay, by selecting from the several boards of education thus 
consolidated, five suitable persons, giving each former district its 
fair representation in such selection, which such five persons so 
selected shall constitute the board of education for said township 
until the first township election thereafter; at such first township 
election thereafter the electors of such township shall elect two 
members of the board of education for two years, and three 
members to serve for three years, and at the proper elections 
thereafter their successors shall be elected for four years. If a 
majority of the electors in said township vote against said central- 
ization at the time above designated, then the several school 
districts in said townships shall proceed as though no election bad 
been held. (106 v. 442.) 

Schools can be centralized according to the provisions of the above 
sections only. If procedure is had under section 4726, the question of 



46 A STUDY OF RURAL SCHOOJt CONDITIONS IN OHIO. 

a bond issue may be submitted at the same time the vote is taken on cen- 
tralization. But if centralization be effected by the provisions of 4726-1 
the questions of centralization and of a bond issue must be submitted 
separately and the election on the bond issue must be subsequent to 
that of centralization. 

Decentralization. 

section 4727. 

When the schools of a rural school district have been central- 
ized such centralization shall not be discontinued within three 
years, and then only by petition and election, as provided in section 
4726. If at such election more votes are cast against centralization 
than for it, the division into subdistricts as they existed prior to 
centralization shall thereby be re-established. Nothing in this or 
the foregoing sections, namely, sections 4726 and 4726-1, shall 
prevent a county board of education upon the petition of two- 
thirds of the qualified electors of the territory petitioning for a 
transfer, from transferring territory to or from a centralized 
school district, the same as to or from a district not centralized. 

There is no case on record when the schools were decentralized 
pursuant to the provisions of the above section. 

CONSOLIDATION 

SECTION 7730. 

The board of education of any rural or village school 
district may suspend temporarily or permanently any or all schools 
in such village or rural district because of disadvantageous loca- 
tion or any other cause. Whenever the average daily attendance 
of any school in the school district for the preceding year has 
been below ten the county board of education shall direct the sus- 
pension, and thereupon the board of education of the village or 
rural district shall suspend such school. Whenever any school 
is suspended the board of education of the district shall provide 
for the transfer of the pupils residing within the territory of the 
suspended school to other schools. If the suspended school be in 
a village school district the board of education of the district may, 
or if in a rural school district shall provide for the pupils of legal 
school age who reside in the territory of the suspended school 
conveyance to a public school within such school district or in an 
adjoining school district. Notice of such suspension shall be 
posted in five conspicuous places within such village or rural school 
district by the board of education within ten days after the resolu- 
tion providing for such suspension is adopted. Wherever such 
suspension is had on the direction of the county board of educa- 
tion, then upon the direction of such county board, and in other 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



47 



cases upon the finding of the board of education ordering such 
suspension that such school ought to be re-established, such school 
shall be re-established. If at any time it appears that the average 
daily attendance of enrolled pupils residing within the territory 
of the suspended schools as it was prior to such suspension is 
twelve or more then, upon a petition asking for re-establishment 
signed by a majority of the voters of the said territory, the board 
of education shall re-establish such school. 

Consolidation of schools is effected by procedure in accordance 
with the provisions of the above section (7730). The question of central- 
ization is not voted upon but the question of a bond issue is submitted 
to the people for the purpose of securing funds to purchase a site or erect 
a school building or both. 



CENTRALIZED AND CONSOLIDATED SCHOOLS IN OHIO — 1906-1907. 




i ; Central i zed • 

, Half of s-ubdistriot 
schools suspended ....... a 

One or two schools 
suspended •••.••X 



4 8 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



CENTRALIZED AND CONSOLIDATED SCHOOLS IN OHIO — 1919. 
~Jx 




■Centralized 
Consolidated- ........ X 



THE ONE-TEACHER SCHOOL INADEQUATE. 

The one-room school is antiquated and can not meet the demands of 
modern rural society. The one-room school may be a good one-teacher 
school, but no one-teacher school can be classified as a good school be- 
cause of its many limitations. There are too many classes ; there is no 
specialized work; there is insufficient time for the study of pupils that 
the work may be adapted to individual needs. Taking into consideration 
their aptitudes, capabilities, interests, and needs, all will not require the 
same scale, receive the same value, and become possessed with the same 
ability ; but all should have opportunity to develop their capacities in such 
a way as to fit them to perform their part in society in the most efficient 
manner possible. In the one-room school the teacher has but little time 
and opportunity to supervise study that the child may be better able to 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 49 

express himself thus bringing about a realization of mastery that leads 
to encouragement and enkindles an aspiration for greater achievement. 
Proper instruction can not be given in subjects relating directly to the 
two principal vocations of rural communities, agriculture and home 
making, and in such cultural subjects as literature, music, and art. It 
no longer fulfills the needs for a social center. The demand for a high 
school education can not be met in the one-room system. The better 
class of teachers seek employment in those systems that provide the 
facilities necessary to give the child opportunity for proper development 
and where they can employ means and methods in accordance with 
modern educational ideals. 

When the one-room system was inaugurated it was the best the 
conditions of the times would permit. Roads were difficult to- travel and 
the population was scattered, making it necessary to have schools located 
so they would be most accessible to the pupils. But these conditions no 
longer prevail. Modern means of communication have caused the farm- 
er's independence to disappear and he has been brought in contact with 
a larger and more complex society with its hundreds of industries and 
civic duties instead of the simple activities of pioneer life. 

Those who are always looking backward and praising the good 
old days blame school men for the many studies that have been added 
to the meager curriculum of the pioneer school and deplore the lack 
of thoroughness in school work, especially in reading, spelling, and 
figuring. The program of studies has been broadened because of a 
public demand and because of the real educational value of these new 
subjects. The child must be given opportunity to discover himself, that 
his powers and capabilities may be directed along those lines of achieve- 
ment where he has the best chance for success. Division of labor and 
specialization place a greater responsibility upon the school which can be 
met only by an expanded program of studies related to the diversified 
interests of life ; but the teaching force has not increased proportionately 
in the one-room system and all the work devolves upon a single teacher 
who is not equal to the task. In the country where the child lives in the 
midst of God's great outdoors, the most wonderful laboratory to be con- 
ceived, the best conditions exist for his complete and wholesome develop- 
ment. Trees, flowers, birds, fresh air and sunshine, are much more con- 
ducive to the development of sturdy character than sky scrapers, alleys, 
and asphalt streets. The country boy and girl have been faced toward 
the city with its attractions and allurements because the old school of 
our fathers has failed to reveal to. them the possibilities of rural life. 
Consolidation of schools and transportation of pupils at public expense 
is the remedy for all this. 



4 p. 1. 



5° 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 









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nt R.eadinq 






















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Chart I — Showing medians in silent reading for one-room, four-room, and 
eight-room type of schools for Cuyahoga County. Solid line is established standard. 

(Courtesy of County Superintendent A. G. Yawberg.) 



It will be noticed from the above chart that in. reading the one-room 
and i^ven the four-room schools with only two grades for a teacher fall 
far below the standard while the same work in the eight-room school is 
pretty generally above standard. — {Annual Report, Cuyahoga County.) 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



51 



SPELLING TEST RESULTS. 



/oo~i 




Cleveltt-nd 

E>ijht Room 
C-uyahoaaCo 



One Room 
Schools 



Here again the same relation is shown. When pupils fall below in 
reading and spelling as they do in the one-room school we would expect 
them to fall below in practically everything else since reading and spelling 
are at- the very foundation of all school progress. Tests in other subjects 
bear out this expectation. — (Annual Report, Cuyahoga County.) 



52 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



THE FOUR FUNDAMENTAL OPERATIONS IN ARITHMETIC. 




x 



Addition. 



S u btrac Uor\ 




Multiplication 




ne-roo mSchoal 
Eight-room School 



County ScWa 



Showing the percent of efficiency for the county as a whole and 
for the one-room type of school as opposed to the eight-room type for 
grades four to eight, inclusive, in the fundamentals. — (Annual Report, 
Cuyahoga County.) 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



53 



HISTORY OF CENTRALIZATION. 
As early as 1865 Massachusetts passed a law authorizing consoli- 
dation of schools and in 1869 enacted another law providing for the con- 
veyance of school children at public expense. It has been tried success- 
fully since that time not only by Massachusetts but by all the rest of 
New England. Ohio in 1892 was the first state west of the Alleghenies 
to permit the union of two or more districts to form a consolidated 
school. In 1892 the Kingsville Township board of education decided 
to transport the children of the township to Kingsville which was one 




First Centralized School in Ohio. Kingsville, Ashtabula County. 



of the districts of the township. In 1894 the general assembly by special 
legislation made provision for the cost of transportation of pupils in 
Kingsville Township, Ashtabula County. At the meeting of the next 
general assembly another special measure was passed for the relief of 
the counties of Stark, Ashtabula, and Portage and in 1898 a general law 
was passed on the subject. In 1897 Mad River Township, Champaign 
County, transported 18 children to Westville rather than establish a new 
district and build a new school house. This was the first step toward 
establishing a centralized school in Ohio. The general legislation enacted 
by the General Assembly in 1898 and subsequently has been the result of 
a demand by those living in the country for an education that meets 
the needs of modern progressive life and that will give to the country 



54 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



boys and girls a square deal in education. From these beginnings in 
Ashtabula and Champaign Counties centralization and consolidation of 
schools have spread over northeastern, central, and southwestern Ohio 
until today there are over 800 such schools in the state located in 62 
different counties. The suspension of poorly attended schools and their 
consolidation with other one-room schools is an economic measure unless 
the transportation costs as much as to operate the schools, but no advan- 
tage is secured to the pupils except an increasing interest and enthusiasm 
in the work resulting from personal contact with large numbers. 




CRAWFORD COUWTY^- 

■*-* KEY — > 

Black Lines ' Denohz. School Districts. 

Shaded Lines mampxavr/ Denote Township Lines. 
Dotted CiVcle©'- - Denote Commu nify Centers^ 

Crawford County School District as Re-districted by the County Board of 

Education. 



Where the topography of the country permits, the schools should be 
centralized or consolidated in one or more convenient accessible places. 
Community centers . should be educational centers and every community 
is under obligation to its children to provide for them adequate educa- 
tional facilities. The school center should coincide with the social and 
business centers of a community. In many places in the state of Ohio 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 55 

there is a village school district surrounded by a rural school district, 
the latter having no educational center of its own although its people 
come to a common center for all other purposes. Such a condition of 
affairs should not exist. No citizen can hide behind such an imaginary 
line as constitutes the boundary between a village district and a sur- 
rounding contiguous rural district as a barrier shielding him from his 
moral responsibility to contribute to the support of proper and equal 
educational advantages for all the children of the community. There is 
no economic reason for such a condition of affairs and the time should 
come soon when these districts all over the state will be consolidated as 
has been done in many cases by county boards of education or by volun- 
tary dissolution of one or the other of such districts, thus creating a 
community center for educational purposes as well as for all others. 
There are but few cases of this kind in the state of Ohio that could not 
be consolidated if the county boards of education would exercise the 
powers given them by the provisions of Section 4736 of the General 
Code. Many county boards of education have not performed their 
duties in this respect. 

Very soon after their election some county boards of education 
made a survey of school conditions and after due consideration decided 
that the first and most important duty was to re-district the county and 
thereby give more equitable advantages to the pupils in the various 
sections. As a result of this action convenient districts were formed 
around centers of population and after prolonged and strenuous cam- 
paigns many of these districts centralized their schools and have today 
a type of school that affords the boys and girls opportunities for an edu- 
cation that is commensurate with the importance of the industrial activi- 
ties of their respective communities. 

Village districts and surrounding rural districts have been united 
in accordance with the trend of community interests and activities. The 
county board of education in Wood county has transferred 80 parcels 
of territory strengthening many of the weaker rural and village districts. 
Nine districts have been eliminated and others will be eliminated later 
as there is much waste in the small village arrangement. Some coun- 
ties are cursed with special districts. These districts should be consoli- 
dated thus creating new and larger districts surrounding community 
centers or arranged according to topography and valuation. In Craw- 
ford County the county board of education re-districted the whole county 
soon after the new code went into operation. As a rule the county board 
of education consists of intelligent and broad minded men who have the 
right attitude toward school questions, who are not influenced by petty 
local bickerings, and whose election or official actions have not been in- 
fluenced by politics. They have stood behind the county superintendent 
in every good thing that he has tried to do, thus giving a solidarity and 
a dignity to his work that he could not have attained had he been de- 
pendent upon political influence to perpetuate him in office. 



56 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

County Superintendent Harbourt of Sandusky County has sum- 
marized the advantages of centralization as follows : 

Reduces tardiness. 

Better equipment. 

Better salaries paid. 

Eliminates truancy. 

Secures larger schools. 

Teachers retained longer. 

Attendance more regular. 

Secures graded conditions. 

More time for recitations. , 

Insures better attendance. 

Insures regular attendance. 

Better class of work is done. 

Keeps the boys on the farm. 

Petty jealousies interfere less. 

Better management is secured. 

Better returns for money spent. 

Enhances the value of real estate. 

Special teachers may be employed. 

Gives greatly increased attendance. 

Classes larger and more interesting. 

Buildings better heated and ventilated. 

Number of classes per teacher decreased. 

It preserves a balanced course of study. 

Keeps older boys and girls longer in school. 

It is a school of some character and dignity. 

It eliminates waste of time, energy and capital. 

School becomes social center in the community. 

Better and more experienced teachers employed. 

Makes the farm the ideal place to bring up children. 

Enables inspector not only to inspect but to supervise. 

Greater results in work accomplished in the same time. 

Popular with people, teachers and pupils where tried. 

It is a more attractive school for both pupils and teachers. 

Healthy rivalry awakened through inspiration in numbers. 

Principal can prevent errors from inexperience in assistants. 

Course of study enlarged and enriched by special subjects. 

Morals of pupils protected going from and coming to schools. 

Health of pupils, better preserved on account of transporta- 
tion, i 

It unites and centers the interests of a larger section of people. 

It adds tone and dignity to education and to the farm com- 
munity. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 57 

Children of the farm have equal opportunities with those of 
the town. 

Those at a distance have equal advantages with those near at 
hand. 

Evokes pride, interest and support on part of the people 
interested in the school. 

Saves cost of sending children away to school and in moving 
to town to educate. 

It is the only method of securing and holding trained teachers 
for country schools. 

It makes possible the taking up of any special work of ad- 
vantage to the community. 

The rich and the poor have equal advantages in securing high 
school education. 

Every child in the farm community is reached by it. All 
children attend; not a favored few. 

School games are made possible on account of larger num- 
bers, thus adding to the attractiveness of school. 

Centralization is the only known method of providing a true 
country school with home high school privileges for farm children. 

It is at the door of the farmhouses, and is more available 
on account of transportation facilities than the present one-teacher 
school. 

It is the only way of insuring an enrollment large enough 
to provide the social and cultural contact with companionable 
associates necessary to the best development of every child. 

It is the only method where it is possible to make a division 
of labor by graded classes whereby teachers may have sufficient 
time to do good work and choose grades or special subjects for 
which they are best fitted. 

It is the only means whereby equality of opportunity may be 
secured to every child in the rural community to attend the free 
public school system, the best the state can afford, to acquire an 
education that will awaken interest and sense of participation in 
the world's life and so make the individual feel important and 
effective, as well as happily safe. 

Probably no other agency of man's creating has such far 
reaching power for good in the community as good, live and up- 
to-date schools. 

The time is long past in this country when "just any old 
school" will serve the purpose. 

In no age of the world was business competition ever so keen 
and relentless as at present, and never before was it so imperative 
that our young brains be trained and developed to their fullest 
capacity, 



58 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

Nothing is truer today than that a community is known by 
the quality of its schools for it is a fact that the school is a perfect 
barometer for the community. As the community, so the school; 
as the school, so the community. 

But aside from the mere educational consideration a pro- 
gressive school in a community exerts its influence in other 
directions, frequently very little regarded by the community gen- 
erally. 

In the first place, a real, live, progressive school is never found 
in a dead community. As well expect mushrooms from barren 
soil as to expect educational perfection where none is expected 
or demanded. 

So, then, the really progressive school pre-supposes a like 
spirit in the community. 

Men of observation and intelligence have this fact in mind 
when seeking a location for a home. 

Probably the two first questions asked by nine out of ten 
home seekers are : "What of your schools ?" and "What of your 
churches ?" 

The really desirable citizen, with a family of sons and daugh- 
ters to rear, is always suspicious of the town without good school 
facilities. He is aware of the fact that the mere absence of those 
facilities augurs a lack of interest on the part of the community 
at large and rightly refuses to cast his lot with them. 

So, that, from a material point of view, the higher we build 
our schools the stronger their drawing power in the material life. 

We have said that the school is the barometer for the com- 
munity. It is pre-eminently so from a standpoint of morals. 

The old adage, "As father, so the son," is fast losing its force 
in this day. Instead, we are tending to coin a counter-adage. "As 
the son, so the father." So that, as we build up our schools year 
by year to a higher and higher state of efficiency, they in turn 
are building up the individual members of the community. Are 
they our first consideration? They should be. 

What other interest in life have you, reader, that can for a 
moment compare with the welfare of your children? 

And what other influence in the child's life is there to com- 
pare with that of his school? 

Get this fact firmly fixed in your brain and heart: As your 
school, so will your child be. The child will be a faithful product 
of the school that molds his character. 

Are we afraid to invest a few hundred dollars, or a few 
thousand, in modern school facilities? 

No community ever yet made the investment that it was not 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 59 

returned many fold. Viewed from a purely financial standpoint, 
it is the best investment we can possibly make. 

There is absolutely no excuse for a poor school in a com- 
munity of self supporting men and women. 

The community that refuses to give of its best to its schools 
will find itself as the years go by gradually losing in the race of 
life. 

And the people who deem no sacrifice too great to be made 
for their children's welfare will year by year climb higher. 



WHAT THEY SAY ABOUT CENTRALIZATION WHERE THEY HAVE 

TRIED IT. 

MAHONING COUNTY. 

"Centralization has made possible better school plants. During the 
first two years the county school system was in operation the tax payers 
of the county school district voted over $300,000 for the erection of 
school plants. This means that centralization won votes in many of 
the districts. Today the county has but 39 one-room schools. All this 
meant more attention and consideration on the part of the members of 
the boards of education, teachers, and superintendents to the health and 
physical condition of the children, and the environment under which their 
education was taking place. I am sure that this has been a decided asset 
to each child in the county." — Jerome Hull, County Superintendent. 

CUYAHOGA COUNTY. 

"We have labored in season and out to< secure centralization and 
consolidation of schools. In a large number of our thickly populated 
districts centralization at one place is out of the question. In these we 
have worked for and have been fairly successful in securing consolida- 
tion. Our centralized school at Olmstead Falls is, I feel, one of the best 
and most modern of its kind in the state and we shall be pleased to 
have it inspected at any time with a view to comparison with others. As 
a result of our work in centralization and consolidation we have since 
August, 1914, centralized 18 districts in 24 buildings. We have 32 con- 
solidated schools and as a result of this work in centralization and con- 
solidation we have reduced the number of one-room schools to 35 which, 
according to my way of thinking, is 35 too many." — A. G. Yawberg, 
County Superintendent. 

WYANDOT COUNTY. 

"No centralized schools in 1914 in Wyandot County. Since that 
time the Nevada district has been created and the schools centralized, 
bond issue $62,000. 

Edon Township, centralized, bond issue, $55,000. 



60 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

Antrim Township, centralized, bond issue, $47,000. 

Little Sandusky, district created, schools centralized. 

Harpster, consolidated, bond issue, $25,000. 

MarseillesTownship and Marseilles Village, consolidated. 

Sycamore Township and Sycamore Village, consolidated and central- 
ized, bond issue $33,000, for addition to building. 

Richland Township and Horton Village, centralized and consoli- 
dated, bond issue, $40,000. 

Salem Township, centralized, bond issue $70,000. 

Kirby district under formation and will centralize. 

Number of one-room schools eliminated, 45. Still going." — J. H. 
Grove, County Superintendent. 

MIAMI COUNTY. 

"First successful vote for centralization in Miami County was taken 
in Elizabeth Township in December 1914. There are at present three 
centralized schools in operation. Each of them maintains a first grade 
high school. During the past year, 1919, four more townships have voted 
to centralize, all of them by a good -majority. Three of these new 
schools will maintain high schools. The fourth lies near Troy and con- 
tinues to use the Troy High School for secondary education but will 
build a fine building for the eight grades. 

"Centralization is proving to be all that is claimed for it. There 
has been a very marked increase of interest in school affairs as the first 
big result. The work of the teachers has proven much more efficient 
which is shown by the fact that the centralized schools graduate about 
65% more pupils per attendance from the eighth grade than do the one- 
room schools. 

"The centralized school in operation in Bethel Township, this county, 
is said to be the largest and one of the best equipped rural schools in 
Ohio. This has been made possible by the abundant wealth of the 
district which is located at a rich farming and fruit raising community. 
It is equipped for the teaching of agriculture, shop work including both 
bench work and shop work, and household economics. Both the domestic 
science and agricultural laboratories are presided over by Smith-Hughes 
teachers and these laboratories are fully equipped to meet the require- 
ments of the state board of education in this particular. The building 
contains an auditorium and gymnasium. The auditorium has a seating 
capacity of over 500. The building is located on a ten acre plot of ground 
which gives ample space for play ground purposes, agricultural experi- 
ments and community meetings, the latter being held in a four-acre grove 
which covers a part of the school property. The school is receiving a 
great many visitors, who are always welcome." — L. J. Bennett, County 
Superintendent. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 6l 

PICKAWAY COUNTY. 

"Centralization in Pickaway County has been a strong factor in the 
building of community centers. In townships where community gather- 
ings were scracely known before centralization, regular meetings of 
various kinds are now held. They have regular lecture courses consisting 
of from four to six numbers, costing from $150 to $300 and all are well 
patronized. Auditoriums seating 300 people are usually packed. In 
addition to the lecture courses, parent-teacher associations have their 
regular monthly meetings that are well attended. The influence of these 
meetings is of great benefit in the way of securing added cooperation 
from parents, boards of education, better equipment for school work, and 
in creating a better or more wholesome school spirit. Farmers' clubs, 
corn clubs, alumni meetings, school entertainments, and others are directly 
the result of the community spirit growing out of the advantages and 
opportunities that come with the centralized school. This system has 
made possible the organization and promotion of different kinds of club 
work. It has provided a common meeting place for those interested. 
In one school where was recently organized and established a Smith- 
Hughes course in vocational agriculture, twenty or more boys are being 
trained in this particular line of work. The interest and the work both 
attest the wisdom of establishing this 'school. 

Without the centralized school this would not have been possible. 
One does not hear today so much about professions and trades, cities and 
offices, as he does about agriculture, rural advantages and possibilities. 
It is easy to observe that rural folks are becoming more and more inter- 
ested in things rural and this interest is developed and promoted through 
the means afforded by the centralized school. Another benefit of this 
school can be found in the fact that where it is established there is a ten- 
dency to promote farm owning and farm operation. One of the curses 
is and has been the large land owners. One of the results, we believe, is 
to make more land owners and fewer large farms. The boys will be 
taught to farm intensively rather than extensively as a result of the 
courses in agriculture offered in these centralized schools. The undesir- 
able tenant is not undesirable because he is poor, but he is poor and unde- 
sirable because a large holding land owner has made him so by furnishing 
poor homes and by grinding out profit at the expense of desirable cit- 
izenry. If there is a peasant class, the big landed estates and the big land 
owners have made it. The cure of this unwholesome condition is to be 
found in the centralization of the district. 

"The cultural influences of the centralized school are not to be over- 
looked. To see children coming to school in their usual way the first morn- 
ing the centralized school opened and later after three years' attendance in 
this same centralized school to see them after having come in contact 
with books, pictures, magazines, and men and women of wide experience 



62 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

and broad culture would be more than sufficient to prove to any fair- 
minded public-spirited man that if nothing but culture were the result of 
the centralized school the returns are far in excess of the expenditure. 
Any one not blinded by prejudice or selfish impressions, by bank accounts 
or ignorant employer, will admit that the centralized school is worth many 
times its cost for it is the means of procuring a citizenship that will 
become the backbone of the nation, great because its citizens are intelli- 
gent." — M. C. Warren, County Superintendent. 

WOOD COUNTY. 

"Patrons of the new community schools, the consolidated and cen- 
tralized schools, are not suffering and complaining as a result of heavy 
school taxes. Patrons of these modern schools believe that the one-room 
school with the one-pupil classes and the inexperienced teacher is no 
suitable institution in which to educate their children. They do not think 
that the modern school is too good and too expensive for people who live 
in the village and rural districts. There is not a school district in Wood 
County where the schools have been centralized that would if possible 
vote to give up its new building and modern equipment and go back to 
the old pioneer system. In the many one-room schools of Wood County 
the people are begging for better school organization. Some are chang- 
ing their residences, and making their new homes where they can enjoy 
twentieth century school advantages. Sentiment for better school facil- 
ities in the rural school district is becoming stronger each month. Nei- 
ther misrepresentations nor reasonable increases in school tax can long 
resist what popular sentiment demands. The people of Wood County 
will continue to centralize and consolidate their one-room schools. In 
fact, there are many rural people who declare that the growing sentiment 
for better schools will eliminate every one-room school in Wood County 
by Sept. i, 1922. 

"The increase in teachers' salaries, the decrease in rural school 
population, the disinclination of rural people to house and board the 
teacher, the reluctance of the well trained teacher to work in the one- 
room schools, and many other factors are closing more and more of the 
one-room schools each year. 74% of all the teachers in Wood County 
are in the consolidated schools and less than 20 of the pupils are in the 
one-room schools. 

"Transportation has lost all its terror through the use of the auto 
bus. We use the auto bus exclusively in Liberty and Washington Town- 
ships. With the exception of Lake Township we are transporting by 
auto bus in every part of the county." — H. E. Hall, County Superin- 
tendent. 

ASHTABULA COUNTY. 

"Ashtabula County was the pioneer in the matter of centralizing 
schools, Kingsville being the first centralized school in the state. There 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 63 

are 16 centralized schools in the county and 16 consolidated schools 
some of the latter having eight or more teachers. Orwell Township 
schools were centralized last year. This year three townships are con- 
solidating a part or all of their schools. There are ten first grade high 
schools, two second grade, four third grade and two semi-private 
schools in the county. It will not be long until all the schools in 
Ashtabula County are centralized. After a fair trial no district has any 
inclination or desire to return to the old system." — H. D. Clarke, County 
Superintendent. 

UNION COUNTY. 

"The year 1914 found this county fairly well along in centralization 
and consolidation. We have at present 19 school districts in the county 
unit. One of these is Richwood a town of about 1800 inhabitants. Of 
the other 18 districts 16 have central buildings. Of the 16 eleven are 
wholly centralized, and in the five districts partly centralized only 16 one- 
room schools remain. Only about 20% of our children go to one-room 
or two-room buildings. There are almost 100 wagon routes in the county 
Within two or three years the one-room school will be a thing of the 
past in this county. No one interested in adequate school facilities de- 
sires to return to the old order of things." — D. H. Sellers, County 
Superintendent. 

PORTAGE COUNTY. 

"The cause of centralization has advanced very materially in this 
county since 1914. There is only one township in which there is no 
centralization and only three that do not have up-to-date centralized 
buildings. Bond issues for nine new plants have been passed since the 
new law went into effect and for enlargement and improvement of five 
others." — O. E. Pore, County Superintendent. 

MEDINA COUNTY. 

"In Medina County about 83% of our rural elementary boys and 
girls attend centralized or village schools. We have ten townships 
completely centralized, two in which the schools are all consolidated 
except one, one in which the schools are united at the center. Three send 
a large contingent to village schools at Seville, Medina, and LeRoy. 
In 1914-15 the percentage of rural elementary boys and girls attending 
consolidated and village schools was only 35. During the past three 
years there have been erected seven new brick school buildings for 
village or centralized schools and for adding two-room additions to 
three others." — D. W. Pearce, County Superintendent. 

LOGAN COUNTY. 

"The new school code has improved the schools of this county 
greatly. To tell all the good things it has done would require far too 



64 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

much time. One phase of the work which has received much emphasis 
has been the centralization of schools and the building up of strong 
districts with sufficient tax duplicates to maintain modern school systems. 
Village districts and surrounding contiguous rural districts have been 
united. Tax duplicates have been strengthened and school plants have 
been established that are commensurate with community needs. Rural 
districts have been centralized. Motor vans are used for the transpor- 
tation of pupils, De Graff being the first district to use modern transpor- 
tation instead of trudging to their one-room schools through the snow 
and mud. Children are now conveyed in warm motor vans to the 
modern community school and this is certainly a long, long step in 
advancement. 

"Three of the Logan County centralized schools, Huntsville, Lewis- 
town and Middleburg, have motion picture outfits. These outfits are 
used not only in giving instruction in geography, history, science, etc., 
but also used as a means of entertainment for the general public. One 
show is given each week in the evening. The large crowds which attend 
every one of these shows furnish ample evidence of their popularity. It 
certainly is an excellent method of making the school a real social center. 
The Huntsville school is trying a new departure. A two-reel travelogue 
is shown each week during the noon intermission free to all the pupils. 
This is proving not only very popular but very instructive as well. 

"These outfits are purchased by means of companies organized 
among the public spirited citizens of the district who lend their money 
without interest. They are later reimbursed from the proceeds, a reason- 
able admission being charged for each public entertainment. All these 
communities are enthusiastic and delighted. These outfits make the 
school a fine social center and the profits prove a welcome addition to 
the funds available for equipment and library books. The machine itself 
is a valuable piece of educational equipment. I consider the motion 
picture one of the coming factors in education. Our 'community 
company' method makes a motion picture outfit possible for every 
centralized school with an auditorium. All our new buildings are to be 
equipped with these new outfits. The profits will easily pay for the 
outfit in one year's time. 

'"One important item of this school management of the motion 
picture show is that only good films are shown to the children. This is 
argument enough for some who have seen the films offered in commer- 
cial houses. These schools can arrange the time of these shows SO' that 
school work is not hindered. Many other good things have come with 
the new school code but these are new to us and possibly to you." — E. A. 
Bell, County Superintendent, 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 65 

LICKING COUNTY. 

"During the past five years under the New Code, centralized grade 
and high schools have been built in nine different townships in Licking 
County. These new schools have auditoriums ; modern heating, lighting 
and ventilation ; laboratories for the sciences and vocational work ; also 
the most approved sanitary systems, water supply and lavatories. 

Under the new code 65 one-room rurah schools have been abandoned 
and the pupils are now transported to new modern graded centralized 
elementary and high schools. The success of these new schools is casting 
the die or, to change the figure, is leavening the whole number. Agitation 
is on; dissatisfaction with the one-room school is growing rapidly; 
districts are voting; some carry and some lose. Those that lose vote 
again. "Hamlet's father's ghost will not down." The rural people are 
determined to improve their schools and they are succeeding in Lick- 
ing County." — N. D. O. Wilson, County Superintendent. 

PREBLE COUNTY. 

"In educational affairs the past five years have been the best in the 
history of this county. School officials and teachers have adjusted them- 
selves to the new conditions. There is a splendid spirit of cooperation 
and interest which is greatly increasing the efficiency of the schools in 
Preble County. Doubtless the largest factor contributing to better 
schools in this county is consolidation. There is a world of difference 
in the efficiency and interest between the consolidated school and the 
one-room school. Better teaching, closer supervision, better buildings 
and equipment, organized play, and a socialization of the school and com- 
munity are some of the results easily seen. In 1914 there were 92 one- 
room schools in the county. At present we have 23 one-room schools 
which is a decrease of 75%. In three years next succeeding 19 14, ten 
consolidated school buildings were constructed in Preble County. In 
every one of these buildings we are maintaining a first grade or second 
grade high school." — W. S. Fogarty, County Superintendent. 

CLARK COUNTY. 

"We have been trying to move the one-room schools in Clark 
County and have succeeded in a measure. We have cut the number from 
66 to 27 during the last five years and about 12 or 13 of these 27 are 
on the move right now. I have a notion that they will arrive at the 
proper destination about Sept. 1, 1920. We have built a number of new 
centralized buildings during that period. These buildings have audi- 
toriums and gymnasiums. They are used for community center work, 
county athletics, games, county literary contests, etc." — J. M. Collins, 
County Superintendent. 



66 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




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A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 67 

MARION COUNTY. 

"There were no centralized or consolidated schools in Marion 
County in 1914. There were one first grade high school, three second 
grade high schools, and one third grade high school. During the last 
five years "nine new centralized and consolidated buildings have been 
erected and two other districts are in the process of consolidation. There 
are now eight first grade high schools and one second grade high school 
in the county. By Sept 1, 1920, the number of one-room schools will 
have been reduced to about 30. Twentyfive percent of the pupils are 
now attending one-room schools. It was very difficult to get centraliza- 
tion started. After several very strenuous campaigns for better schools, 
things began to move in the right direction and at present centralization 
in this county is moving forward as a result of its own momentum and 
it is only a question of time until the one-room school will be a thing 
of the past." — W. R. Heistand, County Superintendent. 

LUCAS county. 

"There are one centralized school and ten consolidated schools 
in Lucas County. The county board of education has created eight dis- 
tricts around community centers favorable to the consolidation of schools. 
The local boards of education have exercised their prerogative granted 
by Section 7730 of the General Code in the matter of the suspension of 
the one-room schools in these newly created districts. Monclova Town- 
ship has the only centralized school in so far as the legal interpretation of 
the term is concerned. 34 one-teacher schools have been abandoned in 
Lucas County. 44 one-teacher schools still exist. The elementary schools 
of Lucas County may be classified as follows : 

44 One-teacher Schools. 1 Six-teacher School. 

13 Two-teacher Schools. 2 Seven-teacher Schools. 

3 Four-teacher Schools. 1 Eight-teacher School. 

5 Five-teacher Schools. 

"Consolidation is a success in this county and it is a question of a 
few years only until the one-room schools will be abandoned." — J. W. 
"Whitmer, County Superintendent. 

THE WILLIAM SPORT SCHOOLS. 

The school building at Williamsport, Pickaway County, is one of 
the largest centralized school buildings in Ohio. The original structure, 
erected in 1901, proved altogether too small, and in 191 5 an addition, 
fully as large as the original building, and costing $25,000, was erected 
to care for the increased attendance. The addition was opened for 
use one year ago. 



68 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

The building contains seventeen rooms, including thirteen class 
rooms, a finished room in the basement suitable for laboratory work, 
an office, a rest room, library and auditorium. The auditorium has a 
seating capacity of four hundred, and is provided with a spacious stage. 
It is heated by steam and lighted by gas. Drinking fountains are pro- 
vided in the basement and on both floors, pure water being supplied from 
a drilled well about one hundred feet deep. The building contains all 
other conveniences. The basement of the addition is so arranged that 
by putting in cement floors a large winter play room can be provided. 

The plant is situated on a four-acre plot. Cement walks and curbing 
run along two sides of the ground, and the main exits are connected 




The Centralized School Building at Williamsport, Pickaway County, Ohio. 
One of the largest centralized buildings in the state. 

with the street by broad cement walks. A fine grove has been set apart 
as a playground for the girls, while the boys have an ideal open ground 
for football and baseball. 

The school has experienced a remarkable growth. The original 
building was provided for the village, and one-room buildings were in 
use in the .townships. Within the last five years all of the rural buildings 
have been abandoned, and the schools have become centralized. Since 
the passage of the New School Code, parts of three other townships have 
been added to Deercreek township, so that now eight wagons are re- 
quired to bring in the country pupils. The total enrollment last year 
was 351, and the average daily attendance was about 300. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 69 

The school authorities are well aware that the school is largely what 
the teachers make it. They try to find and keep the best possible talent. 
Great credit should be given to the board of education. The members, 
progressive in spirit, and untiring in their efforts, are doing everything 
possible to improve the school. It goes without saying that the people 
of Williamsport are proud of their school officials and the institution 
which they have built up. While community meetings are held in the 
town nearly every week, the interest of the pepole in their school is- 
shown by a good attendance at all school gatherings. The annual festival 
in May is usually attended by four or five hundred people. 

CHAMPAIGN COUNTY. 

"Wonderful advancement has been made in the past few years in 
Champaign County not only in modern methods of teaching, but what 
is greater, in the unusual interest the public has taken in its youth. This 
interest on the part of the public is always measured in the provision 
it makes for more efficient work. The educational slogan in this county 
seems to be 'The best is none too good for our children,' and not the 
policy of some that 'The old way was good enough for us and is good 
enough for our children'. On the latter policy China has been decay- 
ing for centuries. Sentiment is prevalent all over the county for central- 
ization and its added facilities for giving the best to our youth. There 
are but twelve one-room schools in Champaign County at present. 
(Champaign County is the most completely centralized county in the state. 
— Editor). Centralization and consolidation have had a steady and 
constant growth in this county. 

"Champaign County is unique in the use of moving picture shows 
in connection with the school work. Mingo was one of the pioneer 
schools to make the movie function in the life of the community. We 
now have four of our centralized schools conducting regular shows in 
the school auditorium. The money derived therefrom is used to pay 
for the machines and later purchase equipment for the schools. 

"Mingo has purchased an electric piano, victrola, domestic science 
equipment, including a gas generating plant and numerous other articles 
for the school from the funds rendered available by the moving picture 
project. The other schools are younger in the work and have not yet 
accomplished as much. 

"By means of the moving picture project the. rural people are given 
opportunities of recreation and diversion without having to drive miles 
to some town and furthermore there is an added social value of as- 
sembling among themselves. The character of the pictures can be better 
safeguarded and the educational features are used in connection with 
school work. Some of the best films being founded on literary master- 
pieces are used in connection with the reading of the classics. Much use 
is also made of the work in geography study and agriculture, and es- 



yo 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



pecially current events. Visual education will play a more important part 
in the child's education than heretofore. These pictures are more valu- 
able than textbooks, how much more valuable will they be when seen in 
motion with all their proper settings and environment? 

"When more schools are using moving pictures our film companies 
will produce films that are suitably adapted to school work and our 
various state and national departments will be able to render greater 
assistance in the education of the children than at pre'sent. Schools 
in a community may combine to make bookings, thus getting the best at 
the least expense. Our schools are conducting their shows by being 
organized in compliance with the code relating to the use of school build- 
ings for recreational purposes and not by boards of education. The 
profits are used, however, to make better schools." — J. C. Neer, County 
Superintendent. 




New Centralized Building at Mingo, Champaign County. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



71 



MOVING PICTURES. 
Centralized School Circuit 



PROGRAMS 
Champaign County 
Members of the Ohio 
Inter-School Motion 
Picture Association. 



CABLE. 

Saturday October 11 

W. S. HART 

— in — 

"THE SILENT MAN" 

— Extra — 

"BRAY PICTOGRAPH" 

The Magazine of the Screen. 



Friday 



MINGO 



CHAS. RAY 



NORTH LEWIS BURG 
Tuesday October 14 

June Elvidge Madge Evans 

Frank Mayo 

— in — 

"THE LOVE DEFENDER" 

— Serial — 

"The Tiger's Trail" 

Coming — "Daddy Long Legs" 



October 10 



Friday 



"HIS OWN HOME TOWN" 

— Extras — 

"Burton Holmes Travel" 

— and — 

"The Red Glove" 

(Serial) 



WESTVILLE 

October 10 

J. Stuart Blackton's 

"THE WORLD FOR SALE" 

— Serial — 

"The Tiger's Trail" 

Chapter 2 

And a Burton Holmes Travel Picture. 



The use of the motion picture in.the centralized school is as common 
in Logan County as in Champaign. Owing to the fact that there is no 
statute empowering boards of education to purchase motion picture outfits 
for community entertainment, it becomes necessary to organize Com- 
munity Stock Companies which enter into an agreement with the boards 
of education for the use of the school building for the installation of 
motion picture outfits. 

The following "Agreement" sets forth the plan of operation : 

AGREEMENT BETWEEN THE COMMUNITY THEATRE STOCK COMPANY (NOT 
INCORPORATED) AND THE WASHINGTON TOWNSHIP BOARD OF EDUCA- 
TION, LOGAN COUNTY. 

We, the undersigned, believe that the installation of a motion picture machine 
with the necessary equipment in the Washington Township School Building, 
making possible the showing of motion pictures, such as might be given in any 
high-class theatre, will be of great value to the community. It will be the means 
of bringing the whole community together and will thus promote friendliness and 
co-operation among all, and afford a much needed means of recreation. Second, 
it will keep local money within the community where it will be put to work in 3 



72 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




Domestic Science Department, Mingo Centralized Schools. Equipment purchased 
with proceeds of motion picture entertainments. 




Library, Mingo Centralized School. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 73 

way that will benefit both the present and the future. We therefore pledge the 
amount opposite our signatures toward buying this necessary equipment. 

We herein state the terms upon which we agree to pledge and loan this 
money : 

1. We, hereby, by our pledge, constitute ourselves a stock company to be 
known as the Community iheatre Stock Company, to whom this property shall 
belong until the terms of this agreement have been fulfilled. 

2. Every member of this company shall have at least one $50 share. 

3. A contract shall be made between the company of which the equip- 
ment is bought, that company being the party of the first part, and the Community 
Theatre Stock Company, being the party of the second part, which shall specify 
just what is bought and the terms upon which it is to be bought. A copy of 
that contract shall accompany the agreement. After every member of the stock 
company has signed this agreement the signature of the manager of the Com- 
munity Theatre Stock Company shall make the contract valid. 

4. This machine shall be installed in the auditorium of the Washington 
Township Centralized School Building located in Lewistown, Ohio. 

5. The management, operation and administration of this community theatre 
shall be under the control of the present superintendent of schools, and after this 
agreement has expired by any person designated by the Board. He shall have the 
authority to select and contract for pictures, date shows, and shall be responsible 
for all connected with the theatre. 

6. He shall be assisted by his corps of teachers and by whomsoever he may 
find competent and willing to lend aid. 

7. An itemized statement of all receipts and expenses shall be rendered 
monthly by the manager, each member of the stock company being given such a 
statement until the terms of this agreement have been fulfilled. 

8. The net proceeds for each month shall be pro-rated and paid to the stock- 
holders. 

9. As each stockholder is paid in full he is no longer a member of the stock 
company. 

10. When all the members of the stock company have been paid in full a 
sum equal to the amount which they paid in this agreement automatically terminates 
and the machine and all equipment, together with all equipment bought extra, shall 
without further proceeding become the property of the Washington Township 
Board of Education, members of the stock company relinquishing all rights to the 
property, providing the conditions as stated below have been fulfilled : 

Condition 1. Before installation the Board of Education of said district shall 
agree, by resolution, to accept this agreement and to spread upon their minutes 
the original copy thereof. The Board of Education may require that all equip- 
ment be approved by them before installation. 

Condition 2. No disposal of the property designated in term 10 of this 
agreement shall be made by this or any other Board of Education except other 
than in exchange on similar equipment. 

Condition 3. All funds accruing from the use of this equipment after said 
equipment becomes the property of the aforesaid Board of Education shall go 
into a School Fund, of which the said Board of Education shall be the trustees, 
such funds to be used only for equipment or furnishing the school building, or 
for any enterprise directly connected with the welfare of the school. Any ex- 
penditure of this fund shall not be made except upon recommendation of the 
superintendent of schools and approval of the Board of Education. 

Condition 4. It is understood by the members of this stock company tha" 
the superintendent of schools shall assume the management of this theatre as pro- 
vided in term 5, during the life of this company, and shall serve without any 
remuneration. The members of this company agree to aid him in all ways possible. 

(Signed) 



74 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




Banquet Room, Mingo Centralized School. Equipment purchased with proceeds 
of motion picture entertainments. 




Auditorium Showing Motion Screen. Seats 400. Mingo Centralized School. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 75 



MUSIC IN THE CENTRALIZED SCHOOL. 

No one questions any pupil's right to a development of all the powers 
he may have but one ability that has been given only slight attention 
in our rural schools is that pertaining to music. Little attention has been 
given to this matter not because school people have failed to consider 
musical ability as one worthy of acquisition but principally because of the 
fact that tradition has long established a precedent in developing in all 
pupils the same and equal capacities, those capacities that seem to be most 
common to all and which are generally considered most essential funda- 
mentals in education. 

In an effort to enable pupils to enjoy privileges to which they are 
entitled and to develop those special capacities which they may possess, 
the program of studies in our schools should provide for instruction in 
all those subjects which may have any vital relation to the development 
of a well rounded life. This is absolutely impossible in the one-room 
school. Not all pupils are musical minded, neither are all mechanical 
minded. Not all pupils can be expected to advance equally in school 
work whatever be their facilities for instruction. It is very important, 
therefore, that one or more capacities worthy of development should be 
given attention in the course of public school instruction. Every pupil 
has some special ability the development of which will determine his 
success in life. The centralized schools can not complete a product in 
any special line but nevertheless it can become an effective agent in 
enabling pupils to discover themselves and in developing to a certain 
degree appreciation for and desire to cultivate those finer traits in one's 
life which make living enjoyable. 

Music in the rural schools in the past has been largely a hit or miss 
proposition consisting almost wholly of singing rote songs which in itself 
is useless in the musical development of the child and especially so 
when conducted by a teacher who has not had special preparation in the 
teaching of this art. 

Centralization of schools has made competent supervision of in- 
struction in music in a county possible. For instance, five centralized 
schools in a county may unite and employ a well trained and successful 
supervisor who can spend one day a week in each school. This has been 
done most successfully in Marion County. In addition to the regular 
work special recitals are given at different times during the year in each 
school and at least one entertainment by combining groups can be given 
at the county seat or some other centrally located point. In Marion 
County last year a Japanese Operetta, "Princess Chrysanthemum," was 
given in each of the schools under music supervision and later in the 
year this entertainment was given in Marion City by a group of about 
150 of the best talent selected from the different schools. The success of 
this venture is evident by the following news items taken from the 
Marion Daily Star : 



7 6 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




A STUDY OF RURAL SCHOOL CONDITIONS JW OHIO. •J'J 

"The most pleasing presentation of the Japanese Operetta, "Princess Chrysan- 
themum," was given at the high school auditorium last evening by pupils selected 
from the Martel, Caledonia, Pleasant, Agosta and Morrrf centralized schools. 
The operetta was presented under the direction of C. E. Green, Rural Supervisor 
of Music. An augmented orchestra accompanied the singers. The audience which 
greeted the performers was large and even standing room was not available. A 
thousand country people accompanied the boys and girls who took part in this 
entertainment to the performance in the city. Many city people also attended, 
notable among whom were members of the city board of education. 

"The operetta was excellently staged and the voices blended splendidly in 
the chorus work." 

Country boys and girls have talent if they are but given the oppor- 
tunity to develop it. The boys and girls taking part in this performance 
had no desire to linger in the city but gladly returned to their respective 
communities which afforded them such splendid opportunities for de- 
velopment and entertainment. They returned to their country homes 
happy in the realization of their achievement and feeling that they were 
equal intellectually and socially to the boys and girls in the city and as 
a result were inspired with a self-confidence that leads to further ac- 
complishments. 

That the school orchestra can be developed in the rural school to 
advantage is proven by the fact that in the centralized schools in Marion 
County under music supervision orchestras ranging from ten to twenty- 
five pieces have been established. Interest in this work is evident for in 
the schools where they had orchestras last year there has been an in- 
crease in the number of children taking up this work. From an educa- 
tional standpoint there is no study that demands more concentration and 
effort. 

The boards of education of the centralized schools wherein this 
supervision exists are unusually progressive and wide awake, and have 
adopted a plan which is very commendable. When first organizing an 
orchestra in any school the instrumentation is very likely to be incomplete 
and is usually made up of students who want to study violin or piano. 
To overcome this difficulty these boards purchase the different instru- 
ments of the orchestral family and lend them under bond to pupils who 
show the proper interest and sufficient talent. This plan gives the pupil 
who is unusually gifted or very anxious to learn an instrument the oppor- 
tunity of developing this talent where otherwise financial circumstances 
or utter indifference on the part of the parents might prevent such de- 
velopment. The parents are always willing to purchase an instrument 
after it is proven that the child can play. When such arrangements are 
made the school instrument is returned and giyen to another pupil, thus 
producing an endless chain. There is no part of the musical work in 
the school that is more appreciated and gives as much in return directly 
to the community as a school orchestra. It relieves the regular school 
activities of monotony and develops a school spirit and enthusiasm which 



78 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



is most remarkable. In all schools having music supervision glee clubs 
have been organized and made a part of the regular school activities. 




School Orchestra, Centralized School, Martel, Marion County. 



SECURITY BOND FOR LOAN OF MUSICAL INSTRUMENTS BY BOARD 

OF EDUCATION. 



Bond of 

Know All Men by These Presents : 

That we as principal and 

as sureties, are held and firmly bound unto the Board 

of Education of Tully Township Rural School District, Marion County, Ohio, in 

the penal sum of dollars, the same being the value of one 

, a musical instrument the property of said Board of 

Education, to the payment of which, well and truly to be made, we jointly bind 
ourselves, our heirs, executors, and administrators, firmly by these presents. 

The provisions of this indenture are such, that so long as said instrument 
remains in the possession of said borrower, its provisions shall remain and be. in. 
full force. 

It is also provided that when said instrument is returned to said Board of 
Education, and in a condition wholly satisfactory to said Board of Education, the 
provisions of this indenture shall then be void and of no effect. 



Principal. 



Approval of Bond: 

President of Board. 
Clerk of Board. 



Surety. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. ?Q 

TRANSPORTATION. 

Transportation is one of the most important factors in the con- 
solidation of schools and if this fails the whole venture is doomed. It 
is not a problem difficult of solution but it requires care in its plan and 
operation. The board of education should route the territory without 
prejudice or favor and should be governed at all times by their rights 
under the law rather than by its mandates. It is always best to give the 
people the benefit of the doubt. Sometimes children are conveyed to 
school in vehicles that afford neither convenience nor comfort, over 
routes where the stops are not properly scheduled, and as a result there 
is dissatisfaction; then transportation is declared a failure. If routes are 
established and conveyances scheduled with wisdom, and if the proper 
kind of conveyance is furnished and driven by properly qualified persons 
under bond to the board of education for the faithful performance of 
their duties, transportation will not only be a success but will be a boon 
to the children. Pupils are required by law to walk to school provided 
they reside not farther than two miles from the school to which they 
are assigned. The time consumed in making the trip on the longest 
route of transportation should not exceed the time required by pupils 
who walk the two miles under the old system. In other words, the 
longest walking distance should be compared with the longest riding 
distance in order that a correct conclusion may be reached as to the 
proper length of transportation routes. Even on that basis of compari- 
son the evidence is in favor of transportation because of its comfort and 
protection and the moral influence of the supervision of the driver over 
the pupils enroute to and from the school. The transportation alone of 
children in consolidated districts is worth much more than the extra 
cost of the maintenance of the centralized or consolidated school over the 
old system. The average cost per trip the state over is eight cents a pupil 
for each trip or sixteen cents per day. Where transportation is success- 
fully operated its worth is proven by the increased attendance and no 
parent desires to revert to the old system with its inconveniences and dis- 
comforts. 

A determining factor in the facility of transportation is the char- 
acter of the roads. However, hard roads are not a necessary condition 
to the consolidation of schools because the first consolidated schools of 
Ohio were scattered over the Western Reserve where many of the dis- 
tricts that were consolidated did not have a mile of hard road. Trans- 
portation begets good roads and it is worth many times its cost if it 
is the means of bringing to a community that which is so necessary 
to its convenience and prosperity. 



8o 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




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tfe 



The Old Way. 




The New Way. 
Consolidated School, Perrysburg, Wood County. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



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82 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




Barn for School Conveyances, Monroe Township, Preble County. 

This barn is 130 ft. x 40 ft., with running water. It is a beautiful building 
and is an ornament to the school grounds. It houses seven wagons and five auto- 
mobile vans. 



CONTRACT FOR TRANSPORTATION OF PUPILS WHEN SCHOOL 
WAGONS ARE USED. BOND ATTACHED. 

THIS CONTRACT, made and entered into this day of ; 

A. D. 19. . . . by and between the Board of Education of ... . ■....' 

School District, County, State of Ohio, party of the first 

part, and of the County of 

, State of Ohio, party of the second part, WITNESSETH : 

That the said party of the first part, Board of Education of the 

School District, County and State aforesaid, agrees and 

binds itself to furnish school wagons, without harness, to the said 

, party of the second part, for the purpose of conveying 

children in the said school district to and from the said 

school for a period of months, twenty days to the month, 

beginning on September , 19 , and continuing for the specified time. 

The said agrees to furnish all teams 

and harness necessary to convey the children to and from school and to drive 
said team himself or to have them driven by a person acceptable to the party of 
the first part. 

It is also agreed the wagon will start from .....: 

and shall follow 7; ,,......, 



roads to the school building, and shall convey all pupils of lawful age on said 
routes, or within lawful distance of the same, to said school building, who shall be 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 83 

in attendance at said school or who shall desire to enter said school, stopping at 
such places as may be designated by the party of the first part for receiving and 
unloading pupils. 

It is also agreed that all children riding in said wagon are under the control 

of the said while in said wagon 

and any misconduct on the part of any child shall be reported by the said 

, to the principal of the 

said school to be dealt with by him. 

It is also agreed that no children living within 

of said school shall be permitted to ride in said wagon. 

The Board of Education of the School 

District agrees to pay said the sum 

of Dollars ($ ) per month for his services 

as stated above, said sum to be payable at the end of each month, and said 

is at all times to be subject to the 

direction of the Principal . of said school, and said Board of Education reserves 
the right to discontinue said service and said wagons at any time, should the 
service prove unsatisfactory. 

Each party to this contract agrees to the specifications hereinafter given 
as follows : 

SPECIFICATIONS. 

First. The driver must furnish a team that is safe and yet strong and active 
enough to draw the load in a slow trot. 

Second. The driver must start from the further terminal of his route at 
such time as will enable him to reach the school house by driving directly and 
with due speed, not later than 8 :30 a. m., Central Time, making only such stops 
as are required for pupils to enter the wagon. In case any pupil has not reached 
the road upon his arrival, the driver must wait a reasonable length of time. 

Third. The driver must blow a horn to announce his coming in the morn- 
ing,- that pupils may be ready, and in the afternoon that the parents may know of 
their arrival home. Also, the driver shall make a full stop at each railroad cross- 
ing and make sure that no trains are approaching from either direction. 

Fourth. The driver takes the place of the teacher in discipline while pupils 
are in the wagon. 

Fifth. The driver must be at the school house at 3:80 p. m., Central Time, 
with his wagon, to receive his load, and shall drive thence to the further terminus 
of the route as quickly as the condit'ons of the roads and the welfare of the team 
will permit, making only such stops as are necessary for the pupils to leave the 
wagon. 

Sixth. The driver must make a full stop for the pupils to enter and leave the 
wagon, apply the brake whenever necessary, and exercise other reasonable care 
pertaining to the safety and comfort of the children. 

Seventh. The driver is required to keep his wagon under shelter when not 
in use and to exercise due care in preserving it. He shall keep the wagon in 
good condition, close and open it as the weather conditions and the comfort of 
the pupils may demand, keep it properly ventilated and heated. 

Eighth. The driver is required to abstain from the use of intoxicants while 
in the employ of the Board of Education, and to so deport himself as to set a 
good example for the children under his care. 

Ninth. Each pupil upon entering the wagon, must clean his shoes of mud or 
show, and be seated in a place designated by the driver or Principal of the school 
and remain in that place until his destination is reached. Pupils must conduct 



84 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

themselves in the proper manner. There must be no loud or boisterous noise, 
swearing, vulgarity, smoking or chewing tobacco by either the driver or pupils. 

Tenth. The driver and the pupils shall be under the control and supervision 
of the Principal of the school and subject to any reasonable order which he 
may give. 

Eleventh. Should any pupil persist in violating any of these rules it shall be 
the duty of the driver to disqualify the pupil from riding and the pupil so dis- 
qualified shall not be permitted to. ride again until permission is given by the 
Board of Education. 

Twelfth. The driver shall furnish bond for the faithful performance of 
the stipulations of this contract that pertain to his duties in a sum to be fixed 
by the Board of Education, and with sureties acceptable to them. 

In witness whereof we have hereunto set our hands on the day and date 
above mentioned. 



Pres. Board of Education. 

Clerk Board of Education. 

Contractor. 



BOND. 



KNOW ALL MEN BY THESE PRESENTS, that we 

as principal and 

as sureties, are held and firmly bound unto the Board of Education of the 

School District, 

County, Ohio, in the sum of Dollars ($ ), 

for the payment of which we jointly and severally bind ourselves. 

The condition of the above obligation is this : That the said contractor has 
this day entered into the above contract to transport pupils as indicated in said 
contract. Now, if the said contractor shall well and truly perform the condition 
of said contract, on his part to be performed, then his obligation shall be void; 
otherwise it shall remain in full and virtue in law. 

Bond approved this the day of 

A. D., 19.... 



Pres. Board of Education. 

Contractor. 

Surety. 

Surety. 

CONTRACT FOR TRANSPORTATION OF PUPILS WHEN AUTO VANS 
ARE USED. BOND ATTACHED. 

THIS CONTRACT, made and entered into this t 

day of A. D., 19 , by and between the Board of 

Education of School District, 

County, State of Ohio, party of the first part, and 

of the County of , State of Ohio, party of the second 

part, WITNESSETH: 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 85 

That the said party of the first part, Board of Education of the 

School District, County and State aforesaid, agrees and 

binds itself to furnish School Auto Truck to the said 

, party of the second part, for the purpose of conveying 

children in the said school district to and from the said 

school for a period of months, twenty days to the 

month, beginning on September , 19 , and continuing for the specified 

time. 

The said agrees to keep said truck 

in good mechanical condition for proper conveyance of pupils and to drive said 
truck himself or to have it driven by a person acceptable to the party of the 
first part. 

It is also agreed the truck will start from , . 

and shall follow 

roads to the school building, and shall convey all pupils of lawful age on said 
routes, or within lawful distance of the same, to said school building who shall be 
in attendance at said school or who shall desire to enter said school, stopping at 
such places as may be designated by the party of the first part for receiving and 
unloading pupils. 

It is also agreed that no children living within 

of said school shall be permitted to ride in said truck. 

The Board of Education of the 

school district agrees to pay said the sum 

of Dollars ($ ) per month for his 

services as stated above, said sum to be payable at the end of each month, and 
said , is at all times to be sub- 
ject to the direction of the Principal of said school, and said Board of Education 
reserves the right to discontinue said service and said truck at any time, should 
the service prove unsatisfactory. 

Each party to this contract agrees to the specifications hereinafter given as 
follows : 

SPECIFICATIONS. 

First. The driver must see to it that the truck is at all times in proper con- 
dition for the conveyance of pupils. He must personally attend to those things 
incident to the general up-keep of a machine, such as, keeping tires in proper 
running order, engine and other working parts of the truck properly oiled and 
greased, cleaning inside of truck whenever necessary to maintain proper sanitary 
conditions, etc. 

Second. The Board of Education must pay for any or all necessary repairs 
of the truck and for gas, oil, and other lubricants incident to its use as a con- 
veyance for pupils'. The driver must from time to time consult the Board on 
matters relative to any extensive repairs which he deems advisable to be made 
on truck. 

Third. The driver must start from the further terminal of his route at such 
time as will enable him to reach the school house by driving directly and with 
due speed, not later than 8:30 a. m., Central Time, making only such stops as are 
required for pupils to enter the truck. In case any pupil has not reached the 
road upon his arrival, the driver must wait a reasonable length of time. 

Fourth. The driver must blow a horn to announce his coming in the morn- 
ing, that pupils may be ready, and in the afternoon that the parents may know 
of their arrival home. Also, the driver shall make, a full stop at each railroad 
crossing and make sure that no trains are approaching from either direction. 



86 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

Fifth. The driver takes the place of the teacher in discipline while pupils 
are in the truck. 

Sixth. The driver must be at the school house at 3:30 p. m., Central Time, 
with his truck to receive his load, and shall drive thence to the further terminus 
of the route as quickly as the conditions of the road and a reasonable speed of 

the truck not to exceed miles per hour will permit, making only 

such stops as are necessary for the pupils to leave the truck. 

Seventh. The driver must make a full stop for the pupil to enter and leave 
the truck, apply the brake whenever necessary, and exercise other reasonable care 
pertaining to the safety and comfort of the children. 

Eighth. The driver is required to keep his truck under shelter when not 
in use and to exercise due care in preserving it. He shall keep the truck in good 
condition, close and open it as the weather conditions and the comfort of the 
pupils may demand, keep it properly ventilated and heated. 

Ninth. The driver is required to abstain from the use of intoxicants while 
in the employ of the Board of Education, and to so deport himself as to set a 
good example for the children under his care. 

Tenth. Each pupil upon entering the truck must clean his shoes of mud 
or snow and be seated in a place designated by the driver or Principal of the 
school and remain in that place until his destination is reached. Pupils must con- 
duct themselves in the proper manner. There must be no loud or boisterous noise, 
swearing, vulgarity, smoking or chewing tobacco by either the driver or pupils. 

Eleventh. The driver and the pupils shall be under the control and super- 
vision of the Principal of the school and subject to any reasonable order which 
he may give. 

Twelfth. Should any pupil persist in violating any of these rules it shall he 
the duty of the driver to disqualify the pupil from riding and the pupil so dis- 
qualified shall not be permitted to ride again until permission is given by the Board 
of Education. 

Thirteenth. The driver shall furnish bond for the faithful performance 
of the stipulations of this contract that pertain to his duties in a sum to be fixed 
by the Board of Education. 

In witness whereof we have hereunto set our hands on the day and date 
above mentioned. 



Pres. Board of Education. 

Clerk Board of Education. 

Contractor. 



BOND. 



KNOW ALL MEN BY THESE PRESENTS, that we 

as principal and ..... and 

' as sureties, are held and firmly bound unto 

the Board of Education of the School 

District, County, Ohio, in the sum of 

Dollars ($.... ), for the payment of which we jointly and severally bind 

ourselves. 

The condition of the above obligation is this : That the said contractor has 
this day entered into the above contract to transport pupils as indicated in said 
contract. Now, if the said contractor shall well and truly perform the condition 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 87 

of said contract, on his part to be performed, then his obligation shall be void; 
otherwise it shall remain in full and virtue in law. 

Bond approved this the day of 

A. D., 19.... 



Pres. Board of Education. 

Contractor. 

Surety. 

Surety. 




"Newtonville Centralized School, Clermont County. Cost $16,200. Eight 
rooms including two basement rooms and side walls for Auditorium. Claimed to 
be the best building for the money in the state. Children transported by four 
wagons and two traction cars." 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



CENTRALIZATION AND TRANSPORTATION IN THE CHAMPAIGN 
COUNTY SCHOOLS APRIL, 1919. 









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*211 

126 


1911 
1914 
1919 


$30,000 
25,000 
20,000 


14 
10 

2 


$47 00 
50 00 
50 00 


$68 50 
73 00 
60 00 


$53 60 
60 87 
55 00 


6* 




51 




3 




210 


1917 


30,000 


11 


25 00 


75 00 


57 50 


7 


Johnson-St. Paris. 


321 


1918 


100,000 


6 


40 00 


65 00 


57 75 


6 


Mad River 


309 


1917 


40,000 


12 
T- 2 
W-10 


40 00 


55. 00 


50 00 
T-45 

W-51 


T-10 
W-5 


Mechanicsburg . . . 


540 


1917 


75,000 


5 

T- 3 

W- 2 


70 00 


90 00 
T-100 

W-80 


82 00 


6 


Mingo 


81 
252 


1916 
1915 


30,000 
40,000 


4 
4 


55 00 
40 00 


62 50 
65 00 


58 00 
46 00 


4 


North Lewisburg. 


3 




402 

220 


1915 


35,000 


17 
1 


30 00 
65 00 


.80 00 
65 00 


67 20 
65 00 


7f 


Union, Non-Centr. 
(1 two-room) 


3f 


















(8 one-room) 


















Urbana Township. 


210 


1916 


35,000 


9 


63 00 


. 78 00 


66 00 


T-12 










T- 3 


T 50 00 


T 85 00 


T 61 00 


W-6 










W- 6 


W70 00 


W75 00 


W71 00 




Wayne . . . . ; 


154 
230 


1917 
1915 


25,000 
30,000 


6 
6 


53 00 
45 00 


65 00 

70 00 


59 00 
56 00 


5 


Woodstock 


51 


Totals or Average. 


3,586 




$502,000 


107 


$48 00 


$69 00 


$59 00 


T-ll 




1 
1 


1 


1 


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1 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



8 9 



CENTRALIZATION AND TRANSPORTATION IN THE CHAMPAIGN 
COUNTY SCHOOLS, APRIL, 1919. 





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55 


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Harrison 


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88 


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58 


Jackson 


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3| 1 78 
3 1 85 


60 
60 


196 
100 


18 
17 


16 
17 


100 
28 


54 
61 


46 


Johnson-St. Paris. 


39 


Mad River 


T8f 


| T4}| T55 


T60 


234 


T31 


T 9* 


80 


68* 


31* 




W4J 
54 


W2*l W80 
4 1 T30 


W70 
T30 


"76 


W17 
15 


W14 
T44 








Mechanicsburg . . 


53 


50 


50 








W75 

40 


W75 
30 






W21 
24 








Mingo 


3 


2i 


47 


11 


67 


42 


58 


North Lewisburg. 


3 


2 


45 


30 


56 


14 


16* 


36 


55 


45 


Salem 


4 


4i 

2 


90 


75 


322 


19 


17| 


80 


50 


50 


Union-Non-Centr. 


31 


60 


50 


21! 21 


16 


95 


48 


52 




T10 


T6 


T60 


70 


194 


T27 


T-17 


100 


46 


54 


Urbana Townsh'p 


W54| 
4| 
5 


W3 
3.9 


W90 
60 






W17 
23 


W-18 
12.7 


1 






Wayne 


45 


141 


! 80 


58 


42 


Woodstock 


4i 


60 


50 


150 


25 


111 


70 


45 


55 


Totals or averages 


T9i 
W4.3| 


| T5.1 
W3.2 


T56 i T50 |1992 
W70 IW55 I..-.. 


T29 
W17 


17 


75.8 


53 


47 








1 











12 additional trucks are being used this year replacing about 24 
wagons. There are 12 one-room schools in the county. All townships 
centralized with one exception, and this soon will be. There are 11 first 
grade high schools and 3 second grade. All buildings have auditoriums 
seating from 300 to 700 people. Many have gymnasiums. All are 
equipped for teaching domestic science and manual training. We have 
good roads and regard the truck as the solution to the transportation 
problem. Figures are being compiled as to the actual cost of operating 
trucks owned by Boards. — J. C. Neer, County Superintendent. 



ANNUAL REPORT OF PLEASANT TOWNSHIP CENTRALIZED SCHOOL, 
MARION COUNTY, SHOWING WHAT CAN BE ACCOMPLISHED 
BY THE CENTRALIZATION OF SCHOOLS THE FIRST YEAR 
AFTER THE SYSTEM GOES INTO EFFECT. 

In some counties the principals and superintendents of centralized 
schools are required to make an annual report to the county superin- 
tendent showing the scope of their work. Following is the report of 
E. B. Hawes, Superintendent of the Pleasant Township Centralized 
Schools, Marion County, covering the first year of its operation in 
1916-17. 



go A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

The school system in this township prior to centralization consisted 
of ten schools held in old one-room buildings without equipment and with 
inefficient teachers. At that time there were but three pupils in the town- 
ship that were attending high school as there was no high school in the 
district. The schools were centralized early in 191 5. During the school 
year of 19 15-16, while the new building was in the process of construc- 
tion, a high school was started in the township house with a freshman 
class of 14 pupils. The mere prospect of high school facilities immedi- 
ately caused the high school enrollment for the township to increase 
from 3 to 14. Twelve of this number graduated in 1919 and seven of 
the twelve are attending college. This report covers the work done the 
first year the high school was in the new building, 1916-17. 

The wonderful achievement of this school in such a short time was 
due largely to the fact that the superintendent was an agriculturist. He 
was able to plan the work of the school so that it articulated directly with 
the interests of the home and community at large, thereby popularizing 
the institution to a degree that otherwise would have been impossible. All 
rural centralized schools should make adequate provision for the teach- 
ing of agriculture and home economics. That this work may be suc- 
cessful and popular it should be done by those who are specially qualified 
to teach these subjects. Practical experience without scientific training 
is not sufficient. 

Judging from this report, which is authentic, it is not difficult for 
any one to contrast the school work as it was done in 1916-17 under 
the centralized system with that done in the district previously under the 
one-room system. 

CONDENSED REPORT. 

The Lunch and Sewing room. — This room is large and so arranged 
that its use can be readily adapted to domestic art or domestic science 
as the occasion demands. It is equipped with six Christensen tables and 
admits classes or sections of twelve each. The swinging stools have been 
replaced by the ordinary kitchen stool so that the space may be enclosed, 
forming a cupboard for larger pans, kettles, etc. The Detroit Vapor 
Stoves are used because the needs of the school and community are too 
great for the individual stove. The windows are screened to prevent 
the entrance of flies and the stoves are hooded with a fume outlet entering 
the exit duct of the ventilating system. It is not in a damp basement 
where molds and fungi feed upon the staff of life, but high and dry in 
the upper part of the building as a restaurant in any of the department 
stores. 

Two new Singer machines have been installed and the White and 
Sears & Roebuck are yet to be installed. This will permit a pupil to 
become acquainted with all makes of practical and common usage. 

The demand for this work taxes the capacity of the building and 
the energy of the instructor, 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 91 

The length of period is forty-five minutes daily for each section. 
There are two sections in each class, composed of eighth grade girls 
and one of high school girls, but two sections demanding one and one- 
half hours of a teacher's time each day. 

Domestic Science. — The work is so planned that scientific instruc- 
tion precedes and succeeds the practical instruction. The latter consti- 
tutes the backbone of all the school work, for the lunch stimulates (if 
the menu is calculated properly) boys and girls who can win in any 
contest. in which they participate. In the last year accommodations have 
been made for seventy-five, and the time will soon come when the people 
will demand double that. 




Pleasant Township Centralized School Building. 

Visitors from neighboring schools, county superintendents and other 
school men from distances have eaten at our boards, and commend the 
pupils upon their service. 

The class is divided into five groups each bringing raw material 
from home one day a week. A member of the commercial class is as- 
signed to the domestic science instructor as bookkeeper, and each pupil 
is credited with the raw material furnished. The charge for the lunch is 
ten cents per day in cash, or raw material as is convenient for the pupil. 
This is not a money making proposition, but the complete operation is 
without cost to the school. When the raw material can not be found in 
the home, requisition is made upon the school store where the products 
of the school garden have been assembled. This will be explained in 
detail under school agriculture. 



92 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

The domestic science instructor is hired for ten months, but it has 
been found that eleven months is more desirable. During the tenth 
month, it is her duty to instruct the girls in canning vegetables and fruits 
as well as making jellies. Every girl in the class is so interested that 
she has entered the state- wide contest for a trip to Washington. If 
the inspector has a minute to call her own after visiting all of the girls, 
the time is spent in canning the vegetables of the school farm. Many 
times the vegetables ripen at such a time and in such profusion that the 
superintendent is required to assist in the canning work. To date, the 
school garden has produced one hundred quarts of peas, fifty quarts 
of cucumbers, forty quarts of beans, twenty quarts of rhubarb conserve, 
ten quarts of strawberries, twenty quarts of beets and several cans of 
greens. There are two acres of beans to harvest, three-fourths of an acre 
of potatoes, sweet corn, cabbage, tomatoes, lettuce, carrots, okra, salsify, 
onions, yams, peanuts, chard, endive, beets, and strawberries, in 
abundance. 

In all of the canning work the one period, cold-pack method has been 
used. In processing, the hot water method has been abandoned for the 
steam pressure because of its rapidity. The National. Junior No. I has 
served the school well. In canning at the home of the girls, information 
as to the quality to be canned is the first step. If the quantity is large, 
the steam pressure cooker is taken to> the girl's home, but if the quantity 
is small, the hot water outfit is given to her for usage. 

Domestic Art. — This, too, is crowded, there being forty-five minute 
periods each day for each section. Three days of each week, sewing is 
taught, and two days of each week, the fancy and fanciful are taught. 

The required work is outlined for the girls in sewing. Hand work 
is taught in the grades, and machine work in the high school. Every 
Tuesday and Thursday, the girls are permitted to make something which 
they desire, but which does not belong to the sewing class proper, such 
as knitting a sweater, scarf or cap, or tatting, etc. This year, a part of 
this time shall be devoted to Red Cross work. Emergency bags have 
already been placed in use. This course is meeting with much approval 
among the women of the community. The summer work for next year 
has not been organized. 

Manual Training. — One of the most important subjects for the 
rural school has been sacrificed for the lack of room. The new building, 
before completion, proved itself entirely inadequate because of the rapidly 
increasing interest. At the expense of the farmer, his boy is permitted 
to labor in a more expensive manner because of the lack of room and 
equipment. The school stands ready to offer the instruction, as the 
instructor is already on the ground. 

Mechanical Drazuing. — Mechanical drawing, with all its practicabil- 
ity and innovations, is taught to the boys. They earnestly labor over diffi- 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 93 

cult problems and revel in the pleasures afforded by the French Curve and 
enjoy their ability to print their names in some new design. 

The class did all of the lettering about the building and the grounds. 
All of the glass doors of the building, such as office, library, etc., were 
lettered by the class. The class learned to letter upon glazed plaster, 
printing the words "Auditorium", "Exit", etc. They also lettered all 
garden and test plots, such as "Fultz Wheat", "Darke County Mammoth 
Corn" and "Mongol" cow peas. 

The final examination in this work was not a series of difficult 
questions to answer by memorizing a two-hundred-page book, whose 
author has accumulated large sums through the guise of being an edu- 
cator. It was an educative process, requiring thought, skill in the use 
of mechanical instruments, involving problems of straight lines, circles, 
ellipses and geometrical designs. 

School Agriculture. — This course is as popular with the boys as 
domestic science with the girls. At the Baby Beef contest, held in the 
county, there were thirty entrants and sixteen of these were pupils of 
Pleasant Township School. In the first corn judging contest open to 
boys, three prizes were offered,, and the first and second prizes were 
won by Pleasant Township School boys. In the second contest, five 
prizes were offered, first, second, fourth and fifth being won by Pleasant 
Township School boys. The most remarkable feature was not the win- 
ning of the prizes, but the ability of the boys to judge corn. The boy 
winning the last prize was within one and one-half points of the judges' 
score and no boy from the Pleasant Township School was more than 
eight points distant. 

This year the eighth-grade boys sowed seed in a small six by nine 
green-house. Thus they obtained all the plants for the school garden 
with the exception of sweet potatoes. The gardens were planted in rows 
north and south in order to obtain the maximum sunlight. They con- 
sisted in two acres of marofat beans, one acre of potatoes, (Early Ohio's 
and Rural New Yorks), six test plots of one-twentieth of an acre each, 
as follows: 

Fultz, Rudy, Velvet Chaff, Goens, Poole and Gypsy; four plots of 
one-twentieth of an acre each of corn as follows : Darke Co. Mammoth, 
Boone Co. White, Cook's 75, and Clarage ; rhubarb, currant, gooseberries, 
raspberries, blackberries, strawberries, peanuts, beets, tomatoes, (four 
varieties), cabbage (four varieties), cauliflower, kohl rabi, salsify, pars- 
nips, swiss chard, curly endive, onions, radishes, ruta-bagas, okra, lettuce, 
carrots, peas, corn beans, string beans, Lima beans, marofat beans, 
asparagus, horse radish, yams, sweet corn, pop corn, pod corn, cucumbers, 
pickles, muskmelons, squashes, pumpkins, and an orchard of thirty differ- 
ent varieties. 

During the summer months, the janitor cared for the garden and 
later in the fall, the vegetables were canned, dried and stored by the 



94 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

domestic science teacher. The results were enumerated under Domestic 
Science. 

This is but a minor part of the development of school agriculture. 
The more important project work is always planned to require original 
thought and initiative on the part of the boy. This work is accomplished 
at home in the absence of the instructor, who inspects the operations 
frequently. This summer, the boys are doing many agricultural feats 
while the girls are raising chickens. One first-grade girl has twelve 
chickens to her credit out of thirteen hatched. Another has thirteen out 
of fourteen hatched. In all, there are twenty girls raising White Leg- 
horns and Wyandottes. Next year, these same girls will be allotted an 
equal number of hens, and records for egg-laying will be made. 

The boys have kept records of the different varieties of corn which 
they have raised. They have done the same with soy beans. More than 
a dozen different varieties are represented in the township. Several boys 
are testing cows daily, and three boys have assumed complete charge 
of their fathers' herds. The testing has varied from two and five-tenths 
butterfat to more than seven per cent. The latter test record was made 
by a Jersey, although another herd composed of pure-bred Holsteins can 
show almost an enviable record. One boy is testing a herd of sixteen 
grade Jerseys and has but three testing under four per cent butter fat; 
I am positive these three cows can be purchased at a very reasonable 
price. 

All of the boys studying agriculture made tests upon wheat or oats 
with ammonium nitrate. The crop was top-dressed at the rate of one 
hundred pounds per acre. Upon some land, as much difference as six 
inches in the length of the straw, three-fourths of an inch in the length 
of the head, and five days in the time of ripening was shown. The wheat 
grains were much larger and more plump, but since the grain was not 
thrashed separately, the difference could only be estimated. 

Athletics. — This part of the pupil's education is not neglected 
but no feature is made of the work. Education is the main feature of 
the school and all athletics are secondary. There is a boy's basketball 
team, baseball and track teams. There is a girl's basketball team and a 
baseball team. In another year, the superintendent hopes to have tennis 
as a sport for both boys and girls. The grade children play box ball, 
volley ball, indoor baseball and many other games helpful to their physical 
development. All games, indoor and outdoor, are supervised by an in- 
structor. The Annual Field Meet was held at the Pleasant Township 
School this year. Nine centralized schools were represented and at least 
two thousand people were present for the sport. 

Savings Bank. — The school savings bank has not been made a 
feature of the Pleasant Township School, owing to lack of facilities. 
However, a survey was made of the school and the following results ob- 
tained: Eighty percent of all of the pupils have a savings account, dis- 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 95 

tributed as follows: First Grade, $168.78; Second and Third Grades, 
$254.70; Fourth Grade, $544.67; Fifth Grade, $538.00; Sixth Grade, 
$409.13; Seventh and Eighth Grades, $310.50; Ninth and Tenth Grades, 
$768.04; making a total of $2,993.82, and a total for the grade school 
alone of $2,225.78. 

Music. — This is supervised throughout the grades by a teacher 
without additional pay. An orchestra has been organized which will be 
able to furnish music for all school entertainments during the coming 
year. A unique beginning in music was a paper campaign for three 
weeks before the holidays. The money derived therefrom was spent 
for the purchase of a Victrola. This is used in the study of nature and 
literature, folk dances and marching in and out of the building. A piano 
was purchased for the school, and this is used regularly for chapel 
services every Tuesday and Thursday morning. , Other mornings of the 
week, the Girls' Glee Club uses it in their work. The first entertainment 
by the girls proved a decided success. The Boys' Glee Club assisted in 
two numbers. 

Library Facilities. — These now exceed the state requirements but 
new books are being constantly added in order to keep pace with the 
rapid progress of science. In addition to more than one thousand 
books and bulletins, there are two hundred books on loan from the State 
Library. All books are cataloged and one of the high school pupils acts 
as librarian, giving out books to any resident or visitor in the township. 
The following publications arrive regularly: The Mentor, Manual 
Training, Popular Mechanics, Country Gentleman, Current Events, Lit- 
erary Digest, Bird Lore, National Geographic Magazine, Good House- 
keeping, System, Ohio Educational Monthly, Ohio Teacher, Pathfinder 
and Ohio Farmer. The four latter are donated by the superintendent. 

The Marion Tribune is donated to the school by the management 
and it has proven a great help to the pupils as well as to the community. 
One of our patrons said, "I always read the Pleasant Township news 
first." The news items are brought into the school by the pupils through- 
out the township. They are written as a part of their English work, 
consequently the paper acts as a medium of expression for them. 

The Store. — The most original feature of the school is the store. 
This is another practical element introduced by the superintendent. 
Books, pencils, tablets, crayons, water colors, inks, and in fact, everything 
used by a pupil in school is merchandised in the store. Second hand books 
are bought and sold. 

Six credits in commercialism are given all pupils taking commercial 
work. In addition to their studies, they must spend a certain portion 
in practical work. The class must organize. The president takes care 
of all business, looks after the necessities of the store, etc. The secretary 
orders all goods and checks the invoices, while the treasurer does all of 
the banking and writes all of the checks at the order of the president 



9 6 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



An adequate system of bookkeeping is carried on by each of the 
officers of the class. A monthly balance is made of their accounts. The 
store is invoiced bi-monthly. All of this is practical work in salesman- 
ship, purchasing, typewriting, business correspondence, and bookkeeping. 
The people are benefited by the profit accruing thereform, which is re- 
verted to the school in addition to the direct benefit given to each pur- 
chaser because of lower prices. The store did seven hundred dollars 
worth of business last year, making a profit of ten per cent., which is 
represented by accumulated stock. 

School Report. — The following report of the school attendance will 
show the interest displayed by the pupils : 



September 

Enrollment 

Tardiness 

Not Absent 

Percentage 



1915-1916. 




1916-1917 




Boys. Girls. 


Total. 


Boys. 


Girls. 


Total. 


105 95 


200 


100 


88 


188 


12 22 


34 




... 




42 26 


68 


63 


61 


124 


40 . 27.3 


34 


63 


69.3 


69.3 


October 










107 95 


202 


109 


97 


206 


52 40 


92 


1 




1 


43 36 


79 


89 


72 


161 


40.1 37.9 


34.1 


81.6 


78.1 


74.2 


November 










107 95 


202 


114 


98 


212 


44 29 


73 


1 




1 


43 36 


79 


52 


41 


93 


40.1 37.9 


34.1 


45.6 


43.8 


41.8 


December 










107 95 


202 


117 


96 


213 


59 52 


111 








28 27 


55 


31 


35 


66 


26.1 28.3 


27.4 


26.5 


31 


36.4 


January 










107 95 


202 


116 


98 


214 


121 49 


170 








27 18 


45 


47 


38 


85 


25.8 19 


22.2 


40.5 


39.7 


32.7 


February 










107 95 


202 


122 


103 


225 


62 36 


98 








33 25 


59 


45 


57 


96 


38.8 26.3 


28.7 


37.8 


42.7 


49.5 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 97 

March 



1915-1916. 






1916-1917 




Boys. Girls. Total. 


Boys. 


Girls. 


Total. 


107 


95 


202 


122 


108 


230 


66 


43 


109 








31 


20 


51 


39 


54 


93 


38.9 


21 


25.4 


32 


40.2 


49.5 


April 












107 


95 


202 


123 


108 


231 


35 


41 


76 








35 


22 


57 


39 


53 


92 


32.7 


23.1 


28.4 


32.5 


40.3 


49 


May 












(Eight Months Only) 
















123 


108 


231 








54 


61 


115 








50 


43 


54 



The above record is almost startling and unbelievable. There are 
more boys than girls in school, and the record shows that this pre- 
ponderance still persists. In 1915-1916, there were 52.9 percent boys 
and 47.1 percent girls in attendance, while in 1916-1917 there were 53.2 
percent boys and 46.8 percent girls in attendance. It seems as if 
the boys have learned that they must have an education to succeed in 
life because few have dropped out of school at the end of the eighth 
grade. 

High school attendance showed 62.5 percent boys and 37.5 percent 
girls during 1915-1916, while in 1916-1917 the attendance shows 56 per- 
cent boys and 44 percent girls. 

In spite of the fact that man has always said "Women are usually 
late," the record shows that in high school days it was just the op- 
posite. Three-fifths of the tardiness was due to the boys. 

The centralized school is the "savior for the girls." Transportation 
permits the girl to attend school when otherwise she would be prevented 
by snow, rain and mud. In 1915-1916, without transportation, there were 
48 more boys than girls in regular attendance, while in 1916-1917 that 
difference was diminished to 19. Since the pupils are transported there 
is more regular attendance. The aggregate days of attendance for those 
who did not miss a single day during the last school year was 18,500 
against 10,040 in 1915-1916, a difference of 8,460 days which surplus is 
more than the aggregate days of attendance accrued in operating the 
entire grade school with an average per room greater than many of the 
one-room rural schools of the county. 

Compare the monthly record of the two> years and you will find an 
increased attendance from four to forty-four percent. During 191 5- 



98 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

1916 the fourth month showed a greater percentage of girls than boys 
in attendance while in 1916-1917 there were more girls in regular at- 
tendance during six of the nine months than boys. The record of 1915- 
1916 shows that a girl can withstand the cold of the fourth month, but 
she is unable to resist the snow of the fifth and sixth months, or the 
mud and rain of the Fall and Spring months. 

The new school cheaper than the old. — The centralized school is 
operated at one-half the cost of the one-room rural school. Twenty- 
seven and five-tenths per cent, 56, of all the pupils attended regularly 
during 1915-1916. The cost of schooling was figured at $4740.00 or $9.40 
per capita per month. This year in the new centralized school 44.5 
percent of all of the pupils, or 103 attended regularly at the cost of 
$5175.00 or $5.58 pera capita per month. This is thought to be the lowest 
per capita cost of any school in the county. The regular attendance 
shows an increase of 47 pupils which is 23 percent of the previous 
year's attendance. This report shows a saving of $34.34 per capita, and 
if every pupil had attended regularly each year, the centralized school 
would have shown a saving of $7946.40, which is more than enough to 
operate the entire school for one year. It is the duty of every parent to 
see that children attend school regularly, thereby lowering the cost of 
operating the school. A teacher must be paid the same whether the 
minimum or maximum number of pupils are in attendance. Afford her 
a maximum attendance and obtain a cheaper and better school. 

COMMERCIAL REPORT. 

A new line of work is to be taken up by the Commercial Club this 
year — that of getting the subscriptions to the various magazines and 
papers taken by the people of Pleasant Township and surrounding 
country. A recent letter from the Curtis Publishing Company states that 
this is a new idea to be taken up by commercial students and that they 
will give the experiment their close attention. The survey blanks should 
be filled out as soon as possible and placed on file. This will give us a 
record of each subscriber and the date at which each subscription expires. 
There are a number of subscriptions expiring now and it is best that 
this survey be completed as soon as possible. 

On the survey blank, under the heading, "REMARKS," there should 
be given all the information that you can get concerning the reading 
matter that the family will possibly take. If a change is to be made in 
the reading matter for the coming season, make a note of what magazines 
or papers for which the family is thinking of subscribing and the date at 
which you might call and get the subscription. The date at which you 
might call and get the subscription is important in all cases. Some people 
do not know when their subscription expires and are unable to give you 
this information. Ask them for a recent copy of the paper and look at 
the address label. If Dec. '17 appears after the name, it means that 
the subscription expires the first day of the coming year (December). 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. O/) 

All subscriptions should be renewed at least two weeks before the sub- 
scription expires. 

In making the survey, you should see every one personally. Just 
before the subscription expires, see them again, if possible. If this is 
not possible, call them by phone. Learn to talk business over the phone 
and you will increase your sales. In interviewing a party, try to be as 
courteous as possible. This is one of the best assets of a business man, 
or sales person. You will also need to know the good points of the 
various magazines. Do not try to sell a subscription for the Ohio 
Farmer to some druggist in the city. Try to get a magazine to suit the 
occupation and standing of the prospect to whom you are trying to sell. 
A subscription to a good magazine sent to some friend as a present is 
a good proposition to push. Most people do not know what to- choose 
as a present for some friend for Christmas or a birthday. Try this plan 
and note your success. A magazine is a reminder of the present each 
time the recipient receives a copy. 

We now have the agency for all publications. If you are asked the 
subscription price of some magazines and do not know at the time, 
make note of it and ask the prices. Our rates will be the same as that 
given out by the best publishers. Tell your prospects that we can dupli- 
cate any offer made by a standard publisher. State that all subscriptions 
will be forwarded to the publisher as soon as received. In order to carry 
this out, it will be necessary for you to bring in the orders promptly. In 
getting the subscription, be sure to get the name of the party to whom 
the magazine is to be sent and the address of the party subscribing. 
Receipt books can be obtained if you ask for them. Be sure to fill out 
the stub of the receipt properly for it is our record of the subscription. 
Give the subscriber a receipt. 

Read all printed matter that the publishers send you and acquaint 
yourself with the business. Ask any questions when you are in doubt. 

LET US TRY TO MAKE THIS NEW FORM OF ACTIVITY A SUC- 
CESS IN THE FIRST SCHOOL TO START THE WORK. 

A TEACHERAGE IN CONNECTION WITH THE 
CENTRALIZED SCHOOL. 

As a type of the kind of school Ohio will ultimately have dotted 
all over the state in great numbers, we present the Centralized School 
at Plumwood, in Madison County, a village of 500 people, about 8 miles 
from a railroad. Here can be found one of the happiest communities in 
Ohio. The district is composed of all of Monroe Township with parts 
of three adjacent townships. Petitions were signed by residents of 
these other townships and these petitions were presented to 1 the County 
Board of Education, which grantd the requests. 

The Monroe Township Board had money on hands, so called an 
election for only $45,000 of bonds. Meetings were held frequently 
throughout the territory affected, the trustees, pupils, and patrons par- 



100 



A STtlDY OF RURAL SCHOOL CONDITIONS iN OHiO. 



ticipating generously, and when the election was held there were 187 
voes cast and of the number only ten were opposed to it. The 10 men 
who cast them can not now be found. 

The school building is one of the best adapted in the state. It cost 
about $75,000 but every dollar invested in it has brought at least two 
more dollars to the community in increased valuation of property. 




Monroe Township Centralized School, Madison County. 

Size of Building. — It is so big that our photographer could not 
get it all on his plate. It is 143 feet long and 107 feet wide. There is a 
fine auditorium, seating 600 person. There is a large high school assembly 
room, office for board of education and superintendent, library, and ten 
class rooms, all on one floor. There is a basement containing a large 
dining room, a kitchen, science laboratories, playroom, township meet- 




The Teacherage. 

ing room, two manual training rooms,, hot and cold water, inside toilets 
and baths. There are bubbling drinking fountains, electric lights, etc. 
What more could one want in a community house? 

All the old school buildings in the township were sold and the money 
invested in a splendid Teacherage across the road from the school build- 
ing. This is an eight-room bungalow, modern in every respect, and 
furnished free to the superintendent. There are eight acres of ground 
besides 2.73 acres of forest attached to the school property. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. IOl 



COUNTY ACTIVITIES AND EXTENSION WORK OF SCHOOLS 

AS A RESULT OF SUPERVISION UNDER 

THE NEW CODE. 

ASHTABULA COUNTY. 

A. Athletics. 

i. Baseball league. 

2. Field meet for boys and girls of high schools and grades . 

3. Tennis court. 

B. Debating League for High Schools. 

C. Declamatory League for High Schools. 

D. Arithmetic Contests in Speed and Accuracy for Elementary Pupils. 

Spelling Contests — High Schools on Ayer's Word List. 
Elementary Schools. 

E. Essay Contests for High Schools and Grades. 

F. Special Instruction in Penmanship for Teachers. 

G. Penmanship Contest for Pupils of Each Grade. 

H. Agricultural and Manual Training Exhibits and Exhibits of General 

School Work at County Fair. 
I. Canning Demonstration at Twenty Different Points in the County 

under Direction of the County Board. 

"There is a fund yielding about $700 annually left to the county for 
educational purposes. With the proceeds from this fund canning dem- 
onstrations have been held in all parts of the county and prizes offered 
for the various contests. The fund, also, is used to pay the expenses of 
the mid-year institutes, making possible the employment of the best men 
in the country for institute work. It also pays for special instructors in 
penmanship, reading, etc., at meetings of teachers. Our aim is to place 
special emphasis on some one line of work each year. We do not feel 
that this fund could be devoted to anything that would yield greater 
returns. These activities are all stimulating to pupils and it would hardly 
be possible without the organization of schools as provided for in the 
School Code." — H. D. Clarke, County Superintendent. 

(Counties that have no funds for special instruction and supervision may 
provide such a fund by co-operation of the local boards of education. If these 
boards can be convinced of the value of such work they will contribute pro rata 
toward the financing of such instruction. (Editor.) 

DARKE COUNTY. 

"Each year since the new code went into effect we have had many 
community meetings. I have urged closer cooperation between school 
and home and I believe there is nothing that will be so helpful along 
this line as community meetings. 



102 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

"In 1917-1918 I made 70 community talks throughout the year. I 
believe I have done as much good in that way as in any other. The 
school has a short program given by the children. This is followed 
in many instances by talks by the farmers on general farm topics, after 
which we have a few short talks by the visiting teachers. These meet- 
ings are always well attended and the interest is good. Many times 
we supplement the program by having a school exhibit. In these exhibits 
we not only show the academic work but the girls exhibit their hand- 
work, and the boys bring samples of corn, etc. 

"In December, 1918, we had a county-wide patriotic program. We 
tried to have a light burning in every school room, but did not succeed 
by five out of the 200 rooms. We had 12,672 people in the school 
rooms that evening. 

"We have had some most interesting inter-high school literary 
contests and our county spelling contests have been the means of arousing 
much interest in that subject. We have so encouraged the boys' corn 
contest that we have had the state championship three out of the last 
four years. 

The community meetings are still flourishing in Darke County and 
will continue to do so." — Chas. A. Wilt, County Superintendent. 

MIAMI COUNTY. 

"In Miami County we have a number of community clubs of the 
older type. These organizations center about a one-room rural school. 
Meetings are held in the evenings, usually once every month. A program 
consists of recitations and songs by a number of the pupils of the schools 
followed by two or three short talks by adult members of the club. 
Occasionally the early part of the program is abbreviated somewhat and 
the latter part of the program given over to an address by the County 
Agricultural Agent, County Superintendent, or someone with a picture 
machine or victrola. None of the community clubs serve refreshments, 
except on special occasions, either at Christmas or the last day of school. 
These clubs have been of much assistance in adding to scliool libraries 
and purchasing coal oil stoves for hot lunches and in other ways im- 
proving the equipment of the one-room schools. They are often hot 
beds of nurture for centralization sentiment, although this is not always 
the case. This older type of club, however, is found almost entirely in 
that part of the county which contains no large towns. The one-room 
school community clubs near the larger towns have long ago ceased 
to exist, as many of the leaders attend lecture courses and church services 
in the towns and no longer regard the school sub-district as a community 
unit. The parts of the county containing the community- clubs are all 
being centralized as soon as the buildings, now in process of erection, 
are completed. This will destroy the local community club and the local 
community interest as well, merging these into a larger township unit. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



103 



The township successor to the local club will probably take the form of 
the township farm bureau and the high school lecture course. 

"In the centralized schools, which maintain high schools, basket ball 
and other amusements in the gymnasium are rapidly becoming centers 
of attraction for the older members of the community as well as the 
high school pupils. In one centralized school a very large proportion of 
the township turns out for the basket ball games. Community spirit, like 
almost every desirable thing in rural life, will be well taken care of in the 
centralized school. 

"Hot lunches have been established in two villages and two central- 
ized schools and several one-room schools. In most cases they have 
proven popular and successful. They are a long step forward along 
the lines of good health and increased efficiency for both pupils and 
teachers. They are almost sure to become permanently established in 
all of the centralized schools and in those village schools which have a 
large number of country people in their high schools." — L. J. Bennett, 
County Superintendent. 

— WOOD COUNTY. 

"We have worked up quite an interest in projects in agriculture. 
Last year we had 25 boys and girls in our Jersey heifer club ; an equal 
number in the Holstein heifer club; ninety in our Gilt club; six (with 
three ewes each) in our Ramboulett club; twelve (with two ewes each) 
in our Shropshire club ; more than one hundred in our poultry clubs ; 




Some winners in the Heifer Club, Wood County. These heifers sold for 
One girl cleared enough to keep her in college a year. 



each. 



104 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




Shropshire Club. 
Montgomery Township, Wood County. 

about 150 in the food clubs and eight in the corn club. Next year the 
number conducting agricultural projects will be materially increased. 
We are planning to add Dairy Shorthorns to our heifer clubs. 

"The school organization of the county enrolls the boys and girls 
for the club work. The county agent helps to find suitable club leaders 
and helps to supervise the projects. This cooperation of county agent 
and county school organization made it possible for us to secure the 
assistance and backing of the various local farm bureaus in the county. 
Those local bureaus in turn help us to interest the boys and girls in 
the agricultural projects. 

"For several years we have maintained classes for adults. There is 
good demand for this work, but our school districts are small and we can 
not pay teachers for such except where a class of twenty-five or more can 
be organized. We need legislation that will make it possible for boards 
to pay for smaller classes — as small, I think, as six." — H. E. Hall, 
County Superintendent. 



II. 



DECLAMATORY CONTEST. 
Elementary Schools of Wood County. 
Nature of Contest. 

In order to make the competition more nearly equal, there will be a 
double contest, consisting of two groups. Grades 1-4 shall constitute the 
FIRST GROUP, and grades 5-8 shall constitute the SECOND GROUP. 

Districts. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. IO5 

III. Dates and Places. 

1 . Each district will hold a declamatory contest at a time and place agreed 
upon by the superintendents or principals of the respective districts. 
These contests must be held before the second Saturday in May. 

2. The county declamatory contest will be held in Bowling Green on Satur- 
day, May 12. 

IV. Entries. 

1. Each rural and village school is entitled to send two contestants to the 
district contest. One of these contestants shall be from the first group, 
and the other from the second. All contestants must compete in the 
proper group to which they belong. 

2. Only the winner in the first group, and the winner in the second group 
in each declamatory district, shall enter the county contest. 

3. When the winner in either group is unable to attend, then the con- 
testant winning second place in the respective groups shall enter the 
county contest. 

V. Judging. 

1. Contestants shall be judged on delivery, memory, choice of selection, 
and general effect. 

2. In scoring contestants, delivery shall count 40; memory 30; choice of 
selection 15 ; and general effect 15. 

3. For the district contests three judges shall be selected by the principals 
or superintendents or principals of the respective districts. 

4. No person shall act as judge in a district contest who has acted as 
judge in any local contest where pupils that he has previously judged 
are competing. 

5. At least two judges in each county contest shall be teachers having 
experience with pupils in the elementary schools. 

6. Judges for the county contest shall be selected from outside the county 
school district. 

VI. Finances. 

1. A fee of $1.50 shall be paid by each local district. 

VII. Prizes. 

1 . A pennant shall be given to the winner in both the first and the second 
groups in the county contest. 

2. An individual prize shall be offered to the winner in each group at the 
county contest. 

3. Each district shall provide a suitable prize for the winner in each group 
in the district contest. 

ORATORICAL CONTEST. 

Wood County Schools. 
I. 

DATES AND PLACES. 

The dates and places for the oratorical contests shall be as follows : 

1 . A district oratorical contest will be held on the evening of the day on 
which the district athletic contests are held, and at the same place. 

2. The county oratorical contest will be held at Bowling Green, Ohio, on 
the evening of May 12. 



106 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

II. 

The entries for the oratorical contests are as follows : 

1. Any boy or girl in High School who meets the requirements of the 
Eligibility Rules is eligible. 

2. Two contestants from each school may enter the district oratorical con- 
test, and only those contestants who win first or second place in the dis- 
trict contest may enter the county oratorical contest. 

III. 

JUDGING. 

The oratorical contests shall be judged as follows: 

1 . The principals and superintendents of each district shall select three 
judges to judge the district contests. 

2. The Executive Committee shall select three judges for the county 
oratorical contest. 

3. The standing of the contestants shall be determined by a majority vote 
of the judges, and in case a majority do not agree on the same contestants 
for first and second places, the standing shall be determined by total 
points. 

4. The contestants shall be required to send three copies of their orations 
to the superintendent of schools, where the district contests are held, who 
will send them to the judges of the district contest. Each oration must 
be accompanied by an outline showing the source of the material used in 
the oration. These orations must be sent to the judges at least one week 
before the district contests. 

5. Those contestants participating in the county contest must send the three 
copies of their orations to the president of the association at least six 
days before the county contest. The president will then send them to 
the judges of the county contest. 

6. The winner of the county contest shall be determined in the same man- 
ner as in the district contests. 

7. The judges will grade the orations on Thought, Composition, and 
Punctuation, when they read them and will judge them on Delivery, and 
General Effect when the orations are delivered. 

IV. 

PRIZES. 

The following prizes will be awarded in the oratorical contests : 

1. A pennant will be given to. the High School whose contestant wins the 
district oratorical contest. The winner of the district oratorical also wins 
for his school the district athletic contest the next year, but no school 
shall have the athletic contest twice until each school of the district has 
had it. In case the oratorical contest does not decide the place of the 
meet the following year the principals and superintendents shall decide it. 

2. A gold medal will be awarded to the winner of the county oratorical 
contest. 

V. 

GENERAL CONSIDERATIONS. 

Eligibility Rules. 
I. 
The following rules will determine the eligibility of students to enter the 
Athletic or Oratorical contests of the county: 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 107 

1. Graduates of first grade high schools or secondary schools of equal grade 
are not eligible. 

2. Contestants must have been under twenty-one years of age at the begin- 
ning of the semester in which the contests occur. 

3. Only amateurs are eligible. The term amateur is used here, meaning the 
same as is explained in the rules of Ohio H. S. Athletic Association. 

4. A student must have entered as a regularly enrolled member of the 
school he represents not later than twenty days after the beginning of 
the semester in which the contest is held. The twenty-day requirement 
may be suspended by the executive committee in any case where it would 
work injustice. 

5. A contestant must have maintained, up to within two weeks preceding 
that in which the contest occurs, a passing grade in studies requiring at 
least fifteen prepared recitations per week. No special recitations or 
tests are to be given for the purpose of making a student eligible. 

6. The eligibility of the pupils shall be certified by the principals or super- 
intendents of the respective schools. 

7. Any student who is under penalty for discipline, or whose character or 
conduct is such as to reflect discredit upon the school, is not eligible. 

8. No student shall take part in more than four annual contests after enter- 
ing high school. 

9. A student who is guilty of discourteous conduct, or who is guilty of foul 
tactics in any contest, may be ruled out of the contest by the referee. A 
second offense will render a student permanently ineligible. 

10. The superintendents or principals should have each student who is trying 
for a place on a team, present a physician's certificate to the effect that 
he is physically fit to take severe exercise without undue risk. The 
parents' consent in writing should be required. 

11. In case any question arises regarding eligibility of any student and it is 
not covered by these rules, the matter should be referred to the executive 
committee. 

II. 

FINANCES. 

1 . Each town where the district contests are held shall receive the gross 
receipts and pay all expenses, including the traveling expenses of the con- 
testants. 

2. Single admission to all contests shall be fifteen cents for school pupils 
and twenty cents for adults. 

3. The superintendent of the schools where the district contests are held 
shall collect the admissions and pay expenses of the contestants and pur- 
chase pennants for the winning school. ' 

4. The treasurer of the association shall collect the admissions at the county 
contests and pay the expenses of contestants and for prizes awarded. 



III. 

OFFICERS. 

The officers of this Association shall be President, Vice-President, Secretary 
and Treasurer, and an Executive Committee of four members, one from each 
athletic district. 

ARTICLE VII. 

This constitution may be amended by a two-thirds vote of the association. 



108 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



PREBLE COUNTY. 

"Probably the greatest revolution in Preble County schools is the large 
community meetings which the centralized school makes possible. Some 
of these meetings are school entertainments, interschool contests in 
athletics and in literary work, commencement exercises, lyceum numbers, 
socials, spelling schools, class parties, teachers' associations, parent- 
teachers' meetings, school exhibits, farmers' improvement association, 
grange meetings, Red Cross and other war work meetings. In a five- 
month period last year 27293 persons attended the community meetings 
held in our school auditoriums. The schools received $2655.90 as door 
receipts to be used for improvement. No estimate can be placed upon 
the value of these meetings. 

"The school exhibit at the county fair has become large and inter- 
esting. The Fair Board has been generous and this year they gave us 
a premium list amounting to about $1000. We now have a new large 
educational hall given over entirely to school exhibits. This year a tent 
was put up to care for the overflow of exhibits. 

"In cooperaton with the Ohio State University boys' and girls' clubs 
have been carried on for several years. Home making, pig growing, 
calf raising and corn clubs are found. About 35 girls had complete 
exhibits of canning and baking at the Fair this year and fifty pigs were 
shown by the boys' clubs. 

"In 1914 there was practically no organized athletics in this county 
but now we have a County Athletic Association to promote inter-school 
athletics. Baseball and basketball leagues are formed. An Annual 
County Play Day is usually held in May. About 2500 persons attended 
the last one. There were 53 different field and track events with 1494 
entries made by 524 different pupils. Drills and pageants are a part of the 
day. Silver cups, pennants and ribbons are given as prizes. > 

"A High School Contest League in Literary work and Music was 
formed to promote this work in our schools. The high schools of the 
county were divided into four groups and pupils successful in their own 
high school, met in group contests. Winners received silver medals 
and met in a county contest for gold medals. The contest consisted of 
impromptu Bible reading, piano solo, recitation, vocal solo, and debate. 
The pupils did well, parents and teachers were proud of them and lit- 
erary work was encouraged in the high schools. 

"Home credit work is also new. Last year more than a hundred 
beautiful certificates of award were granted to pupils making from 3000 
to 4000 credits. Parents have expressed much satisfaction with the 
work." — W. S. Fogarty, County Superintendent. 

WAYNE COUNTY. 

"The Farmers' Club originated primarily out of a social party called 
in the neighborhood near Wooster to which the county superintendent 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIQ. IOO, 

was invited. This was immediately after he was elected to his office and 
they wanted to meet the fellow who was getting all the money in the 
county. 

"This meeting was enjoyed by all present and others were held at 
different farm homes every two weeks. The number in atten -ance 
became too large for a meeting at the farm home and furthermore ! 
was desired that a program be arranged so it was decided to ho d t 
next meeting in the school house. The county superintendent was pre. 
ent and addressed the meeting. At this time it was shown that the desks 
were not fit for the children to sit in ; that the light was not sufficient for 
public meetings,; that the conditions in general in and about the school 
building were not sanitary. At once a movement was begun by the 
people of the community to make conditions better regardless of what 
the board of education might do. The first farmers' group had a num- 
ber of progressive people as members who were proud of their com- 
munity and tried to make it the best in the county. The school house 
was scrubbed and painted within two months after the first meeting and 
the out buildings were rebuilt with screens. 

"In the course of three or four months another community s°nt 
word to the county superintendent that they would like to organize 
farmers' club and thus the work of organization went en and en until 
these groups were organizing all over the county. 

"A purchasing agent was elected by a committee of three from 
each group. This committee met with the purchasing agent and informed 
him as to the amount of fertilizer, sugar, etc., that their club members 
would need. This agent would order direct from the factories at greatly 
reduced prices. One year nine of these clubs bought through their 
agents 70,000 tons of phosphate and four carloads of sugar. This, of 
course, was a drawing card for the farmers. It had its effect in making 
supervision of schools a desirable thing rather than a nuisance as some 
considered it when the code first went into effect. 

"These groups have been located in community centers and usually 
comprise a number of school districts. These community meetings give 
the superintendent opportunity to talk to the people about the needs of 
the boys and girls and the kind of school system that is necessary to meet 
those needs at the present time. They are the means of organized effort 
in behalf of school improvement under the direction of the superin- 
tendent and much more can be accomplished in this way than what 
could be done individually. Religious and political subjects are barred 
from debate, the time being devoted to the discussion of agricultural and 
educational topics," — G- U. Baumgardner., County Superintendent. 

LUCAS COUNTY. 

"In addition to regular and systematic supervision the New School 
Code has made possible community meetings, which have stimulated and 



no 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



vitalized rural life in many ways. The dominant themes of these com- 
munity meetings have been rural organization, soil fertility and man- 
agement, boys' and girls' club work, school improvement, and kindred 
subjects. The County Agent and the County Agricultural Society have 
cooperated with the County Superintendent of Schools in an extensive 
program in this county. The Agricultural Society offered prizes for 
winners in the Pig Club, Potato Club, and Home Economics Club. The 
products resulting from these activities were exhibited at the County 
Fair. The County Agent was present with the County Superintendent 
in a number of community meetings. A schedule of these meetings for 
the last half of 1917 and the first half of 1919 follows. The 1918 
schedule was so much interrupted by heavy snows and influenza that it 
was omitted from this report. However, a number of community meet- 
ings were held in 1918. 





Schedule 


of Community Meetings. 


(1917) 




(1919) 




Oct. 2 


McNutt. 


Jan. 3 


Sylvania. 


3 


Reno. 


8 


Sharpies. 


4 


Bailey 


13 


Bethany Church, 


8 


Cedar Point. 


15 


Momineetown. 


11 


Long. 


21 


Reno. 


12 


Sharpies. 


22 


German Ave. 


15 


Richfield. 


23 


Waterville. 


17 


Huckelberry. 


24 


Trilby. 


18 


Grub Oak. 


Feb. 1 


Neowash. 


22 


Case. 


6 


Columbia. 


24 


German Ave. 


8 


Reynolds. 


25 


Holland. 


23 


Waterville. 


30 


Berkey. 


12 


Cement Block. 


Nov. 1 


Franklin. 


20 


Berkey. 


6 


Mor.clova. 


25 


Homestead. 


8 


McCullough. 


27 


Huckelberry. 


12 


Wahl. 


Mar. 7 


Jacobi. 


14 


Warden. 


15 


Franklin. 


•15 


Brandville. 


18 


German Ave. 


19 


Mitchaw. 


Apr. 3 


Bono. 


21 


Bay Shore. 


10 


Bono. 


22 


Momineetown. 


May 13 


Sharpies. 


28 


Eight Square. 


14 


Whitehouse. 


Dec. 4 


Crabb. 


15 


Holland. 


5 


Hopewell. 


16 


Bono. 


6 


Michigan Ave. 


20 


Whitehouse. 


10 


Walden. 


21 


Sylvania. 


12 


Jacobi. 


23 


Neaplis. 


13 


Trilby. 


28 


Maumee. 


17 


Silica. 


28 


Maumee. 


19 


Ce-itennial. 


29 


Monclova. 






June 4 


Curtice. 






5 


Trilby. 






6 


Point Place. 



\ A^STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. Ill 

"In this report I have not mentioned community meetings held under 
the directions of our several superintendents and individual teachers. 
Many such\ meetings were held for social purposes and to raise money 
for school needs. A loyal corps of teachers, active and competent super- 
intendents, who work unitedly with the county superintendent, progres- 
sive and intelligent board members and interested school patrons, to- 
gether with $,ooo enthusiastic boys and girls were great factors in the 
above mentioned program of school activities. 

"I feel sure that the above citation will serve to indicate more real 
progress in the school affairs of Lucas County than was made in the 
half century immediately preceding the new school code." — J. W. 
Whitmer, County Superintendent. 

UNION COUNTY. 

"Aside from centralization and ordinary school work I think our 
most noticeable achievements have consisted in boys' and girls' club work 
and arousing interest in health work and in getting more music in the 
schools. 

"We began boys' and girls' club work the first year it was started 
in Ohio and have kept it going ever since. I feel that it has been very 
profitable work. The last two years we have had a county club leader 
during the summer months. Each year at the county fair our public ex- 
hibits of sewing, cooking, pig and poultry work have attracted much 
attention and exerted a great influence in stimulating interest and co- 
operation of both pupils and parents." — D. H. Sellers, County Super- 
intendent. 

JEFFERSON COUNTY. 

"We have a contestant or two in every contest — state and county. 
We have sent boys each year on the trip to Washington. This year we 
held a Canning Contest for our girls. There were thirty-three complete 
exhibits at our County Fair. Two of our girls go to Washington. We 
also took part in the Thrift Essay Contest. This work, we hope, will 
give our young people more real life." — W. I, Everson, County Super- 
intendent. 

TRUMBULL COUNTY. 

"Parent-teachers' associations and community gatherings, sings, 
entertainments, plays, literary societies, general discussions. 

Boys' and girls' club work, garden growing, sewing, and canning. 
347 enrolled in garden growing. 

Music — special teachers, instrumental and chorus. 

School nursing. A number of districts (townships) have employed 
a nurse who is kept busy. 

Hot lunches. Special attention this year. Considerable enthusiasm. 

County School Athletic Association. Baseball, basket ball, foot ball 



112 A STUDY OF RURAL SCHOOL CONDITIONS IN OH?0. 

tournaments are organized throughout. Track and field meet held in 
spring. 

Oratorical contest each spring. This has been going on for a number 
of years. 

County Debating League. Takes place January and February 

Short Story Writing Contest. Organized this year. 

Declaiming Contest. Organized this year, also. 

School Exhibits. Agriculture and other wise. Mostly local. 

Lecture Courses. Nearly every centralized school has its course. 

Landscape Gardening. Many yards improved. Much still to be 
done. 

Nineteen one-room schools still exist in the county. Several will 
disappear at the beginning of next year when new buildings are com- 
pleted." — J. E. Boetticher, County Superintendent. 

PICKAWAY COUNTY. 

"In order to stimulate the work in agriculture we secured some 
agricultural slides from the International Harvester Company and exhib- 
ited them. This year we shall use both the slides and the agricultural 
charts. We shall study the cow, poultry profits, weeds, and a few other 
subjects. 

"Last spring four Pig Clubs and five Food Clubs were organized. 
All of the Pig Clubs and four of the Food Clubs kept the work up 
during the summer. Nine boys exhibited their pigs at the 1919 Circleville 
Pumpkin Show and won six of the eight prizes offered. 

"Fourteen girls exhibited their domestic science work at the Pump- 
kin Show and won all eight prizes offered. Mary Wogan of the Chil- 
dren's Home won the first prize. 

"Four Pig Club winners and six Food Club winners will attend 
Farmers' Week at Ohio State University this coming winter. These boys 
and girls will be sent by the Circleville Pumpkin Show Committee and 
the local clubs. 

"John Hackworth of the Harrison Township Pig Club won fifth 
prize at the State Fair. This is the first time that there has been a boy 
exhibitor from the county at the State Fair. It is also the first time that 
the Circleville Pumpkin Show has offered any prizes to the boys and 
girls. 

"Next year we are not only planning Food and Pig Clubs but also 
Poultry Clubs. We have already arranged with a local hatchery, The 
Southern Ohio, to supply the boys and girls with pure-bred chicks at 
wholesale prices. 

Hot Lunches at School. 

"Most persons who have considered the matter are agreed that a 
cold lunch at noon throughout the year is not adequate to the needs of 
school children. It is also generally agreed that even one hot dish 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. II3 

served in addition to the cold lunch is a great advantage in making the 
noon-day meal more appetizing. Most of our noon-day lunches are eaten 
too rapidly to produce the best results for our bodies. 

"This work will be of great advantage to the domestic science class, 
first because it will enable the class to prepare larger quantities of food. 
Heretofore the class had to be content with making a very small 
quantity of soup, or with canning a very little fruit. Now they can do 
it on a scale where they will get some idea of the amount needed to feed 
a number of persons. With one of the girls acting as bookkeeper, another 
planning the menu of the week in advance, and two others doing the 
ordering in a way to secure the principles of home economics in a way 
that will be of greatest benefit to them in later life. 

"The serving of hot lunches is as yet of course in the experimental 
stage. The first four attempts have met with marked success. It is tile 
plan of the instructor to have these more frequently as cold weather 
comes on. If the results justify the means we shall be able to do still 
more as the year goes by to make the home preparation of the school 
lunch less and less a task. We hope also to broaden the domestic science 
department so as to carry its teachings into other grades of the school. 

Playground Improvement. 

"Have you ever considered the proposition of keeping one hundred 
and thirty young people busy in a school yard most of which is too 
muddy to play upon at certain times of the year ? It is hoped during the 
year to improve the school grounds to such an extent that every day 
when it is not actually raining may find a place for every pupil some- 
where on the school ground, a place where he may get the exercise he 
needs wthout the necessity of enduring too much mud. The classes in 
Farm Engineering, Agriculture, and Community Civics have each been 
considering these matters in the school room and plans have been drawn 
up covering possible improvement for the future." — M. C. Warren, 
County Superintendent. 

PORTAGE COUNTY. 

The Lecture Course 
"We are promoting the county-wide Lecture Course program for 
several reasons : 

"1. By making it one of our projects we popularize it and create 
local sentiment for the best type of entertainment. 

"2. By asking for competitive bids and buying for the whole county 
until all their appointments are filled, thereby saving a large 
amount in traveling expenses. 

"3. By the careful consideration of the offerings of each bureau, 
we find that our select committee is able to choose a little better 
grade of talent than the average local community. 
8 p. 1. 



114 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

"We worked this proposition out by districts a few years ago and 
found it so successful that last year we thought we could do it for the 
whole county. The result was that ten communities accepted our prop- 
osition and were so pleased tha we had little difficulty in securing the 
cooperation of sixteen townships this year. Three or four townships 
got their talent independently. Some of these will want to take ad- 
vantage of our proposition next year. Our main object, however, has 
been fulfilled, for every township in the county except one has some 
type of lecture course. 

Community Meetings. 

"The community meetings last year were broken up by the influenza 
epidemic so that we were not satisfied with the results. We are begin- 
ning the work again this year and have already held some type of meeting 
in about half the townships. We have had exhibits of farm products in 
a number of schools where some of the features were a picnic dinner, 
a short school program, report of the judges, and a talk by some agri- 
cultural expert. I have prepared a list of speakers and entertainers 
who will give their time gratis to the community organizations of this 
county. An announcement of all available talent will be put into, the 
hands of every principal, master of a grange, minister, and social worker 
in the county. Kent Normal and Hiram College have promised to co- 
operate with us in promoting this type of extension work. 

A Suggestive List of Speakers and Entertainers 
for Community Meetings. 
Music — 

Mr. L. C. Turner, Mantua. 
Mr. O. B. Sabine, Charlestown. 
Mrs. V. W. Filiatrault, Ravenna. 
Mr. Abner Heisler, Ravenna. 
Mr. A. R. Horton. 

Law — 

Mr. V. W. Filiatrault, Ravenna. 
Mr. Ward Sager, Ravenna. 

Agriculture — 

Prof. Pew, Ravenna. 

Mr. C. R. Shumway, Ravenna. 

Mr. O. J. Price, Ravenna. 

General — 

Prof. L. S. Ivins, Kent. 
Rev. S. L. Bryant, Windham. 
Dr. T. C. Mendenhall, Ravenna. 
Mr. E. L. Miller, Ravenna. 
Mr. J. J. Jackson, Garrettsville. 
Mr. B. H. Darrow, Ravenna. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 115 

Readers — 

Prof. Crecilius, Hiram. 
Miss Susan B. Davis, Kent. 

Proposed Excursion of Portage County Boys to Cleveland on Oct. 
24 and 25 under the direction of the Ravenna Township Smith-Hughes 
Agricultural Instructor, 0. J. Price, and the County Y. M. C. A. 

Stock Farm in Cuyahoga County. 

Dairy Farm in Cuyahoga County. 

Poultry Farm in Cuyahoga County. 

Stock Yards. 

Packing House 

Keith's Theatre. 

Bailey's Art Museum. 

Ohio Farmer Publishing Company. 

Plain Dealer Publishing Company. 

Post Office Building. 

One of the City Hospitals. 

Y. M. C. A. — Bunks and Swims." — O. E. Pore, County Superintendent. 

HARDIN COUNTY. 

"Efforts are being made to link the schools up with the community 
needs. Township school and field meets are held annually, also a county 
field meet. These are largely attended by parents. Superintendents are 
interesting themselves in all movements for community welfare and 
civic betterment. Upon the whole, a much better interest is being mani- 
fested in school matters and a progressive healthful school spirit is every- 
where noted." — - F. P. Allyn, County Superintendent. 

MUSKINGUM COUNTY. 

"Community meetings are held in practically every school building 
from one to four a year. In the past three years not less than 1200 such 
meetings have been held. The county and district superintendents attend 
as many of these meetings as is possible." — J. S. McGinnis, County 
Superintendent. 

ATHENS COUNTY. 

"At the teachers' institute this year at the suggestion of the county 
superintendent ninety teachers pledged themselves to hold at least three 
community meetings during the school year. 2J0 of these meetings of 
parents and teachers will mean something for the schools of the county. 
College teachers and others will address these meetings." — Alex. Root, 
County Superintendent. 

GUERNSEY COUNTY. 

"Hundreds of community gatherings each year afforded instruction 
and entertainment, brought about closer relationship between the home 
and the school, and in many cases furnished funds for school improve- 
ments." — W. G. Wolfe, County Superintendent. 



Il6 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

THE DEVELOPMENT OF COMMUNITY CENTERS. 

The following letter was addressed to Sandusky County school 
patrons : 

"Community center embodies the ideas for which America engaged 
in war. 

"We fought for an actual thing, a reality, and not for a mere theory 
of democracy. The free nations are democratic organizations and their 
local groups of citizens are members of free, self-governing communities. 

"The community center is a place and a form of organization chosen 
by the citizens of a neighborhod for the primary purpose of increasing 
the number and effectiveness of activities which bring the people of 
their district together for the common good. It is so designed that the 
existing freedom and self-government of the citizen will be preserved, 
strengthened and enlarged. 

"A community center is a simple idea and a practical instrument for 
carrying out the idea. 

"Citizens of the United States must live democracy as well as talk 
it. To live democracy every person in the neighborhood must learn about 
common problems, must discuss them with his neighbors and must co- 
operate in solving them. This is the simple idea of the Community Center 
which may be summed up in the phrase, MORE COOPERATION BE- 
TWEEN ALL NEIGHBORS IN THE COMMUNITY." 



SOME REASONS WHY COMMUNITY CENTERS SHOULD BE ESTABLISHED. 

"i. Each community needs a place where all persons can meet on 
common ground. The roads and streets have restricted uses, so have 
churches, lodges, public halls and theatres. The schoolhouses should be 
built and equipped for more general neighborhood uses. 

2. The polling places are unattractive, undignified, not appreciated 
as the sanctuary of the pepole's rights and privileges. The ballot box 
should be in the schoolhouse, the neighborhood center. 

3. The voters have little or no means of discussing together the 
community needs. It is not easy for the elected officials, the public 
servants, to explain their difficulties or to listen to the citizen's sug- 
gestions and mandates. The schoolhouse should be used constantly 
for public discussion. 

4. Each neighborhood needs facilities for play and recreation, 
from which no one should be excluded. The best art, books, pictures, 
dramas, pageants, games, forms of physical exercise and recreation are 
available for all if the resources are combined. 

5. The best way to foster neighborhood spirit is to provide a com- 
prehensive, democratic organization, which will give every citizen an. 
opportunity to do something for the whole group, resulting in service to 
the whole neighborhood, the home, the school, the shop, to industry and 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. II? 

to agriculture. Industrial and political democracy can be attained only 
through real and constant effort on the part of the community acting as 
a whole, through an all-inclusive and democratic organization. 

6. An instrument is needed which will make the foreigner, whether 
from Europe or from the next county, a part of the neighborhood with 
equal rights and privileges. Americanization begins in the neighborhood 
and the public school should be its base and center. 

7. Better education should be provided for adults as well as for 
children. The community center can provide for both ; it can take even 
the university and its resources for higher education to the door of 
every neighbor." 



THE FEDERAL DIVISION of Educational Extension will aid in 
community center organization : 

"1. By furnishing printed matter, general and specific, about the 
community center movement, giving information on different phases of 
community center organization, on purposes and methods, ideals and prac- 
tical activities. 

2. By field work of members of the Division staff; by personal 
correspondence and conference with state and local leaders. 

3. By assistance to universities, state departments of education, 
library commissions and direct to community centers. 

4. By conference and group meetings in the states and at Washing- 
ton; by regional conferences in various centers of the country. 

5. By the preparation of programs of center activities, forms, out- 
lines and details of organization. 

6. By collection and distribution of visual instruction materials, 
such as, exhibits, stereoptican slides, motion pictures, art collections and 
other materials, or by the promotion of such service instituted by state 
organizations or institutions. 

7. By promotion of other methods of educational extension which 
are of importance for community center development, such as, Ameri- 
canization work, class instruction and club-study, public discussion and 
package library service. 



A COMMUNITY CENTER. 

The postoffice and the corner store are passing as social centers, but 
they must be replaced with something better if they are not to be replaced 
with something worse. For only he can destroy who can replace. The 
public school, therefore, stands before an open door of opportunity to 
become a community center where people can meet on terms which pre- 
serve their self-respect. The schoolhouse used as a neighborhood club 
renders therefore an invaluable public service. It seeks to create the 
neighborly spirit essential for concerted action. The means employed are 



Il8 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

various — games, dramas, chorus singing, school programs, debates, the 
forum, which require the subordination of self to cooperative effort; 
dinner parties, where the people break bread in celebration of their 
communion with each other as neighbors. These activities not only 
render a service to the individual by promoting his happiness and de- 
creasing his loneliness ; they discover in the community unsuspected 
abilities and unused resources. To set them to work not only develops 
the individual but enriches the community life. 

The free public school is at once the product and safeguard of 
democracy. The kind of public school, therefore, which a community 
has is an accurate index of its community consciousness and its estimate 
of democratic ideals. "The average farmer and rural teacher," says T. 
J. Coates, "think of the rural schools as a little equipment where a little 
teacher at a little salary for a little while teaches little children little 
things." The object of the home and school department of. the com- 
munity center is to substitute the word "big" for the word "little" in the 
above statement, to magnify the work and function of the school and to 
make it worthy to occupy a larger place in the people's thought and affec- 
tion." — S. A. Harbourt, County Superintendent. 

For the execution of the above plan executive committees are ap- 
pointed to carry on the work in connection with community centers. The 
county is divided into ten community centers. An executive committee 
of five is appointed for each center. This committee has charge of the 
preparatory work including the organization of the centers. Officers are 
elected independent of the committee. 

MAHONING COUNTY. 

"Increasing the country's food supply by means of war gardens and 
a more intensive agriculture has been pretty thoroughly worked into the 
social consciousness of the American people during the summer of 1917. 
But the increase of our food supply by utilizing the most available 
agencies, viz., the boys and girls of our public school systems does not 
seem to have taken as deep a root as it should. 

Even if the increased food supply by the efforts of the boys and 
girls were left out of the question, there would still remain the oppor- 
tunity to be realized by our public schools, as a result of the war. We 
mean the opportunity of using the war to emphasize a side of the child's 
education that has hitherto been too largely neglected, viz., cultivating a 
right attitude towards and an interest in growing things, the carrying out 
of definite agricultural projects as a means of teaching the lessons of 
cooperation, and developing the productive instinct of children. 

In the Mahoning county schools Agricultural Club Projects, are an 
integral part of the work in nature study and agriculture. The summer 
of 191 7 represented the third year in these projects under the present 
school system. This year we again used the Federal Plan for Boys' and 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. II9 

Girls' Clubs in the corn, potato and tomato projects and in addition con- 
structed a County Project plan in vegetable growing. 

The county agent and the county superintendent of schools drew up 
a set of rules for each of the club projects adapted to the local conditions 
of the county and directed the work. Through the assistance of the 
president of the County Improvement Association, James M. McKay, 
Youngstown, a sum of money sufficiently large to adequately care for 
the work was raised through the financial institutions of the county. 

The corn project consisted of the growing of an acre of corn. As 
an inducement to get the boys started well and make it hard for them 
to quit, each contestant was given a certain amount of free lime and 
fertilizer. All reports were carefully graded. Seventy-three boys en- 
rolled in this contest, 62 continued the work. In spite of the early 
frosts and the wet weather, 27 got their corn husked in time to report 
for the round-up. These raised 1,710.64 bu. of shelled corn, or an 
average of 65.79 Du - to the contestant, at an average cost of 37.36, at an 
average profit of $93.43, and an average cost per bu. of 60c. The best 
yield was made by Herbert Bardo, of Goshen Township, who raised 
94.28 bu. 

The potato contest was open to either boys or girls. The size of 
the plot was 1/10 acre. As in the corn contest, the contestants were 
given free fertilizer. 173 entered the contest, 146 of them continued in 
it, and 94 got their potatoes dug in time for the round-up and the grading 
of the club reports. Of these 85 contestants grew 1,158.29 bu. of po- 
tatoes, or an average of 13.62 bu. to each plot. The average cost to 
the plot was $11.96, the average profit $15.99, and the average cost per 
bushel of $1.06. The greatest yield was made by Ralph Steer, Goshen 
Township, who grew 29.58 bu. on his plot. 

In the gardening and canning contest the girls grew tomato gardens 
of 4 sq. rds. each. After tomatoes became cheap they were induced to can 
tomatoes and products containing tomatoes. 114 girls of the county 
entered this contest, 85 of them continuing in it, and 57 of them kept all 
reports and filled out the final records. These 57 raised 40,532 lbs. of 
tomatoes or an average of 711 lbs. to the plot. The average cost per 
plot was $8.86, and the average profit $16.24. 

In each of these three projects the plan for making the awards 
takes into account the yield, profit on the investment, the exhibit of 
products at the round-up, and the story as to how the crop was made. 
We should have mentioned that in each contest eight county-wide prizes 
varying from $5 to $40 were offered. In addition local unit prizes 
of from $1 to $3 were given. Practically all of these prizes were in 
the form of savings accounts. In the case of the winners of the first 
prize of $40, they were urged to make savings accounts of them. It is 
just as important to teach a child how to save a dollar as to teach him 
how to earn it. 



120 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

The Round-Up. — Then, too, the Round-up which was held on Sat- 
urday, Nov. 17, was a great day for the contestants. This was held in 
the Y. M. C. A. building in Youngstown. Each corn grower either sent 
in by parcel post or brought in ten ears of seed corn ; the potato growers 
one peck of seed potatoes, and tomato girls some of their canned products. 
These were exhibited and judged on the day preceding the round-up 
and were taken down on the afternoon of the round-up. On the day oi 
the round-up, the contestants gathered at the Y. M. C. A. at 10 a. m. 
They were then divided into squads and put in charge of a teacher or 
some supervisor. After being photographed they were divided into two 
divisions and given a trip through the two local newspaper plants where, 
through the courtesy of the management, they learned much about the 
making of a newspaper. At 12 o'clock they were given a free banquet 
dinner by the bankers of the county, after which a program was rendered 
and the awards announced. All contestants who completed the work 
received the 4-H Brand Club Pin. 

In the vegetable garden contest, each contestant was required to 
grow a garden containing a least 1 sq. rd. and not more than 4 sq. rds. 
The contestants were furnished free truck fertilizers at the rate of 3 lbs. 
to the square rod, packets of the following seeds : Beans, peas, popcorn, 
beets, radishes, and six cabbage plants and a like number of tomato 
plants. In addition to getting the vegetable growers started, since this 
contest was mainly for patriotic children between the ages of 8 and 14 
who could not get enough ground for one of the larger projects, a super- 
visor was in charge of each local unit. The supervisor was either a 
teacher, principal, superintendent, or some other interested person. They 
personally visited the gardens, held meetings of the members in their 
units and met at stated times with the county superintendent and the 
county agent to formulate the rules, make the work uniform and develop 
a spirit of contest. A school, village, township, or other unit that enrolled 
at least 20 contestants constituted a unit for supervisory purposes and 
the awarding of a series of prizes. The prizes in each unit varied from 
$1 to $3. In this way fourteen different units, with an aggregate mem- 
bership of 530 contestants, were organized in the county. 

At the time the gardens were looking best, which was the latter 
part of July or the first week in August, they were judged, for eight 
county-wide prizes varying from $5 to $20 were offered. The decisions 
of the judges were withheld until the week of the Annual Institute. 
Thursday, August 30, was known as Community Day at the Institute 
and each unit tried to bring at least the growers of the ten best gardens 
in each unit to the Institute. We are glad to state that this was a red- 
letter day at the Institute and one which the teachers who had so enthusi- 
tically entered into the support of the work last spring, beheld the 
fruits of their efforts. We are sorry that the picture of these gardeners 
taken at that time was a failure. It is most gratifying to state that the 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 121 

gardens were a surprise, not only to the local supervisors, but to every- 
body interested. More than 80% of those entering this phase of the 
contest completed the work. 

In brief, the Boys' and Girls' Club Work in Mahoning County 
represents the efforts of the teachers, principals and supervisors of the 
county to make the work of the schools conform in as large a measure 
as possible to the demands of the nation and, at the same time, emphasize 
a much neglected side of the child's education. We tried to leave nothing 
undone that would make the work thoroughly sound, from the educa- 
tional standpoint and at the same time make it easy to take up the work 
upon a much larger scale next year. 

The impression might have been conveyed by this report that a pretty 
liberal sum of money was given in prizes. So there was, but bear in mind 
that there was plenty of competition. A larger sum was invested in fertil- 
izers, seeds, plants, circulars, and other printed matter that tended to 
make the work perfectly workable and intelligible. 

The results in Mahoning County are most gratifying to all interested 
but we attribute them to the fact that the teachers, principals, super- 
intendents and all interested persons gave their unqualified support to 
the work and permitted those most familiar with the schools of the 
county to direct the work. 

THE ACHIEVEMENT COURSE. 

Club work has so developed in Mahoning County and become so 
thoroughly incorporated with the school course of study that we have 
published an Achievement Course of Study. This work is now almost 
totally handled by the district superintendents who supervise the work 
during the summer months, and the teachers during the regular school 
year. We received some valuable assistance from the State University 
during the days when the work was first initiated, but when it reached 
such proportions as to include the majority of the school children, it must 
necessarily be taken over and cared for by the teaching force. The 
present year the County Agent took care of the Calf Club Boys. 

An Achievement Course is simply a course in School-Home Projects. 
The Boys' and Girls' Club work that we have had in the county for the 
past four years was a feeble effort to meet this need in our educational 
system. These agricultural projects were good as far as they went. The 
only trouble with them was that they were too selective and did not 
require the cooperation of the pupil's parents. The requirements were 
too ideal and as a result eliminated many children. What we need is a 
course of School-Home Projects sufficiently large and sufficiently elastic 
to fit every home condition. 

The plan of the course is to require an Achievement credit before 
promoting from grade to grade after children reach the fifth grade or 



122 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 123 

are ten years of age. Promotion should depend upon class-room work 
and School-Home Project work. 

All parents are urged to require their children above the fourth 
grade or over ten years of age to elect and complete some School-Home 
Project. Some boards of education are making it a requirement this 
year. We hope it will be but a few years until every board will require it. 

AGE AND SUPERVISION. 

1. All pupils over ten years of age or above the fourth grade 
should take a course in "School-Home Projects" as a part of 
their regular school work. Younger children may be permitted 
and should be urged to take school-home projects commensurate 
with their ability. 

2. This work should be an extension of the school work of the 
county and should be directed and supervised by the same school 
officials who direct the work in the academic subjects. The 
county agent and the county "Farm Bureau" should cooperate. 

3. No pupil should be permitted to take more than two School- 
Home Projects in any one school year. 

4. The School-Home Projects will be supervised by the county and 
district superintendents of the county school district and the 
county agent. 

5. The Superintendents, Teachers and the County Agent will co- 
operate with the parents in directing their children's school- 
home projects. 

6. Teachers will visit all school-home projects in their districts 
as frequently as possible during the year. 

7. The Superintendents and the County Agent will personally visit 
and assist the pupils with their projects and will examine the 
records of the pupils and sign them on each visit. 

RECORDS. 

1 . All records must be kept on standard forms adopted for school- 
home projects. 

2. Pupils must keep the records up to date and they must be 
examined and signed each time a visit is made by the super- 
visor. 

3. All records will be collected by the ' superintendents upon the 
completion of the school-home projects. 

4. Record books will be returned after inspection to be mounted 
and displayed in the school room. 

5 . An itemized account of all receipts and expenditures must be 
kept by each pupil. 



124 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

SIGN-BOARDS. 

1 . Uniform sign-boards to mark all school-home projects will be 
used throughout the county. 

2. The sign-board shall be displayed by the roadside, when pos- 
sible, or in some other conspicuous place. 

3. The sign-boards will be furnished free of cost to the pupils. 

4. The sign-boards shall be 12 by 18 inches in size, shall be planed 
on one side and painted white. 

5 . The sign-boards shall bear the following lettering : "Mahoning 
County School-Home Project" and in addition the name of the 
project and the pupil's name. 

NET PROFITS. 

1 . The net profits from any school-home project should belong 
to the pupil. 

2. The net profits must be banked, loaned or wisely expended. 

3. Parents will see that it is wisely expended, safely loaned or 
placed in a reliable bank and report same to the pupil's super- 
visor. 

EXHIBITIONS. 

1 . Each pupil must take part in a school or township exhibition 
of School-Home Project Products at the Annual School Fair 
or Township Round-up. 

PHOTOGRAPHS. 

1 . Pictures of School-Home Project members and groups of the 
same will be taken. 

CREDITS. 

1 . The credits or grades made by a pupil in his regular school work 
are known as "Academic Credits or Grade ;" The Credit or 
Grade made in a School-Home Project is known as an achieve- 
ment grade. 

4. Upon graduation from the 8th grade seals showing the number 
of Achievement Credits earned should be affixed to the pupil's 
diploma. 

5. Two credits may be granted for one achievement when the 
results are extraordinary and have been occasioned by unusual 
initiative, energy and industry. 

6. There should be some sort of an Achievement emblem. 

ANNUAL ACHIEVEMENT MAGAZINE. 

i . A magazine devoted to the School-Home Projects of Mahoning 
County should be issued at least once a year. 

2. Copies of the magazine should be furnished free to all pupils 
doing the work. 



A study of rural school conditions in Ohio. 125 

3. The Supervisors should select the best stories written by the 
pupils on "My School-Home Project" for publication in Achieve- 
ment. 

4. The magazine should be illustrated by pictures portraying the 
various phases of the pupil's work. 

5. The magazine should publish the names of the pupils, school- 
home projects completed, and achievement credits awarded. 

GARDEN SCHOOL-HOME PROJECT. 

1 . Pupils must obtain parents' consent and cooperation. 

2. Pupils over ten years of age or in the fifth grade must rent the 
land, paying the usual rent. 

3. Pupils under ten years of age and below the fifth grade are 
also permitted to have gardens and will receive as much help 
from the teacher and superintendent as possible. 

4. The pupils are to cultivate their gardens under the joint super- 
vision of their parents, teacher and district superintendent. The 
plowing and harrowing of the ground does not necessarily have 
to be done by the pupils. 

LOCATION OF GARDEN. 

1 . The pupil's parents should locate the plot. They know the 
nature of the soil and where it will least interfere with their 
own plans. 

2. The garden should be located as near the home as possible. 

3. When no ground is available on the premises of the parent, a 
plot should be rented as near the home as possible. 

SIZE OF PLOT. 

1 . The age and ability of the pupil should determine the size of the 
garden. It probably should never exceed one-fourth acre — 40 
sq. rds. For pupils over ten years of age or in the fifth grade 
it should not contain less than 4 square rods. 

2. Sixteen square rods will be regarded as a standard size. 

3. The plot selected by the pupil's parents is the right plot, no 
matter what its size or shape. 

MEASURING OF GARDEN. 

1 . Pupils must stake off, measure, and draw diagrams of their 
gardens. These diagrams must be filed in their record books. 

2. The teacher and district superintendent will assist the pupils in 
correcting these measurements when visiting the gardens. 



126 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

WHAT TO PLANT. 

1 . Ask your parents what to plant ; they know best. Better not 
attempt to grow anything about which they do not know, for 
you will want their advice from the beginning. 

2 . Pupils who can send their products directly to market with their 
- parents, or who have other ways to market several times a week, 

should raise such vegetables as radishes, lettuce, spinach, onions, 
beets, carrots, turnips, beans, cucumbers, cabbages, tomatoes and 
sweet corn. 

3. Pupils who can not market readily should grow pop corn, navy 
beans, potatoes, tomatoes for canning, cabbage for kraut, etc. 

4. Flower gardens of sweet peas, asters, dahlias, gladioli and pan- 
sies are profitable for pupils living near Youngstown. 

RECORDS. 

1 . Pupils must keep a record of what it cost to produce the crop. 
This means the number of hours required to plow and prepare 
the ground, hours required for planting, cultivation, gathering 
of crop, and marketing. A record of the number of hours for 
each horse used is also to be kept. 

2. A record must be kept of the rent, cost of manure and ferti- 
lizers, seeds, plants, etc. 

3. A record must be kept of the amount of the crop gathered, and 
also the sales. 

4. A record book will be furnished each gardener for keeping the 
records and writing the story. 

SCHOOL-COMMUNITY GARDENS. 
1 . In villages and plats where garden space is not available at the 
pupil's home, a School-Community Garden, well organized and 
carefully supervised can be made a success. 
The rent of the land, cost of fertilizer, plowing and preparing 
the seed bed must be apportioned to each pupil according to 
the size of this plot. 

CREDIT. 

Credits will be granted upon the following conditions : 

(a) The project must be completed and the record turned in 
to the district superintendent. 

(b) The garden must at all times be free from weeds, and be 
well tilled. 

(c) Gross receipts : 

(1) Four dollars on four square rods or less. 

(2) One dollar additional for each square rod over four 
square rods. 

(d) Recommendation of the Teacher. 

(e) Recommendation of the District Superintendent. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 127 

FIELD SCHOOL-HOME PROJECT. 

1 . Pupils must obtain parents' consent and co-operation. 

2. This project is open only to pupils over ten years of age. 

3. The pupils are to cultivate their crops under the joint super- 
vision of their parents, teacher and district superintendent. The 
plowing does not necessarily have to be done by the pupil ; after 
the plowing the rest should be done by the pupil. 

LOCATION OF PLOT. 

1 . . The pupil's parents should locate the plot. 

2. When no ground is available on the premises of the parent, a 
plot should be rented as near the home as possible. 

SIZE OF PLOT. 

1 . The age and ability of the pupil should determine the size of his 
plot. It shall contain not less than one-fourth acre and not more 
than two acres. 

2. The plot selected by the pupil's parents is the right plot, no 
matter what its size or shape. 

MEASURING OF PLOT. 

i . Pupils must stake off, measure, and draw diagrams of their 
plots. These diagrams must be filed in their record books. 

2. The teacher and district superintendent will assist the pupils in 
correcting these measurements when visiting the project. 

WHAT TO PLANT. 

1 . Ask your parents what to plant ; they know best and you will 
want their advice from the beginning. 

2. Potatoes, corn, wheat, oats, and beans are the list from which 
to select. 

RECORDS. 

1 . Pupils must keep a record of what it cost to produce the crop. 
This means the number of hours required to plow and prepare 
the ground, hours required for planting, cultivation, gathering 
of crop and marketing. A record of the number of hours for 
each horse used is also to be kept. 

2. A record must be kept of the rent, cost of manure and ferti- 
lizers, seed, etc. 

3. A record book will be furnished each field grower for keeping 
the records and writing the story. 



128 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

CREDITS. 

i . Credits will be granted upon the following conditions : 

(a) The project must be completed and the record turned in 
to the district superintendent. 

(b) The crop should at all times be free from weeds, and be 
well tilled. 

(c) Gross receipts must be at least $10. 

(d) Recommendation of the teacher. 

(e) Recommendation of the district superintendent. 

BUSINESS OR WAGE PROJECT. 

i. This project consists in carrying on a business for profit or of 
doing work for wages. 

2. Pupils must be at least ten years of age. 

3. Parents' cooperation must be secured. 

4. Work must be such as not to violate any provision in the State 
Law relative to child labor, (working after certain hours, or in 
certain occupations). 

5. The record must show the nature of the work, the time devoted 
to it, the rate of compensation, and the use of the money earned. 

6. Work may be carried on during the summer vacation, on Sat- 
urdays, during all school vacations, and during the evenings and 
mornings of school days. 

7 . All persons carrying on such work must be punctual and regular 
in their school attendance. A record lower than 80% in either 
of these two items, will debar the .pupil from receiving credit 

Credits will be based on the following: 

(a) Time. 

(1) Total time spent at work during the year must not 
be less than double the length of time spent in 
recitation by that pupil in his longest recitation 
period. (If his longest recitation period be 45 min- 
utes then the minimum time would be I 1 /} hours, 
times the number of days school was in session that 
year.) 

(2) If the pupil pursues this project during the summer 
vacation, he must work at least the equivalent of 40 
days of 8 hours each. 

(b) Money earned must amount to at least $30. 

(c) . Recommendation of the teacher. 

(d) Recommendation of the district superintendent. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 120. 

MUSIC PROJECT. 

i . Pupil must have consent and cooperation of parents. 

2. Pupils must be at least ten years of age. 

3. Instruction must be regular, systematic, and by a competent 
teacher. 

4. Practice and study must be regular and efficient, and must not 
interfere with regular school work. 

Credit will be granted on the following conditions : 

(a) Recommendation of the teacher and music teacher. 

(b) Recommendation of the district superintendent. 

(c) When time spent upon practice and study is not less than : 

(1) The equal of one-half hour a day and for 250 days 
in the year, if a pupil in the grades. 

(2) The equivalent of one hour a day and for 250 days 
in the year, if a student in the high scnool. 

BOY SCOUT SCHOOL-HOME PROJECT. 

1 . Consent of parents and scout master must be obtained. 

2. Boys must be at least twelve years of age. 

3. The project consists in the promotion of Boy Scouts through 
the various classes and the earning of merit badges. 

4. The scout master of the troop awarding credits must be endorsed 
by the district superintendent. 

CREDITS. 

Credits will be granted upon the following conditions : 

(a) Recommendation of the teacher. 

(b) Recommendation of the scout master. 

(c) Recommendation of the district superintendent. 

(d) One credit for advancement from Tenderfoot to Second 
Class Scout. 

(e) One additional credit for advancement from Second to 
First Class Scout. 

(f) For every two merit badges awarded one other additional 
credit shall be given. 

(g) Not more than one credit shall be given each year. 

CAMP-FIRE GIRLS SCHOOL-HOME PROJECT. 

1 . Consent of parents or guardian is necessary for this work. 

2. The guardian must be endorsed by the district superintendent. 

3. The pupil must be at least twelve years of age in order to work 
for such credit. 

9 p. 1. 



130 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

Credits will be given under the following conditons: 

(a) Recommendation by guardian, teacher and district super- 
intendent. 

(b) Camp Fire Standards. 

(1) Attainment of the rank of wood-gatherer within 
four months after becoming a Camp Fire Girl. 

(2) Additional credit will be given for advancement to 
rank of Fire-maker. 

(3) Another credit for advancement from Fire-maker to 
Torch-bearer. 

(4) One further credit for 15 additional honors obtained. 

(c) Only one achievement credit shall be granted for each 
year's work. 

SEWING SCHOOL-HOME PROJECT. 

1. The mother or guardian's co-operation must be secured. 

2. Pupils should be at least ten years of age. 

3 . The Elementary Course is intended for those who have not had 
systematic instruction in sewing in school ; the Advanced Course 
is intended for those who have had instruction in school for a 
year or more. 

4. One article must be made each month as shown in the outline. 

5. During the summer of 1919, a Short Course beginning in April 
and ending in August will be offered. All succeeding courses 
will begin in September and run for eleven months. 

SHORT COURSE FOR SUMMER OF IO/IO,: 

(Elementary.) 

1st month. Basting stitch, running stitch, hemming stitch, back 
stitch, overcasting stitch, and cross stitch. 
Articles — Practice piece of material with these stitches upon 
it, such as tea-towel, duster, etc. 
One article required. 
2nd month. Basting stitch, hemming stitch. 
Articles — Towel hemmed. 
. One article required. 
3rd month. Basting stitch, hemming stitch, back stitch, overcasting 
stitch and cross stitch. 
Articles — Simple bag. 
One article required. 
4th month. Mending and darning. 

Articles — Two pair stockings or socks. 
One article required. 



A StUDY OF RURAL SCHOOL CONDITIONS iti OHIO. 131 

5th month. Basting stitch, hemming stitch, running stitch, and 
blend stitch. 
Articles — Doll's apron (plain) or same as doll's but for child. 
One article required. 

Advanced. 
1 st month. French seam, felled seam, open seam, overcast seam, 
machine. 
Articles — Seams on a practice piece of material, such as night- 
gown, slip, petticoat, etc. 
One article required. 
2nd month. Basting stitch, hemming stitch, and running stitch. 
Articles — Sewing apron. 
One article required. 
3rd month. Mending, darning, patching. 

Articles — Two pair stockings or socks ; any garment or ma- 
terials. 

One article required. 
4th month. Fancy work, based on educational premium list for 
fair, i. e., crochet, knit, embroidery, etc. 
One article required. 
5th month. Kimona sleeve. 
Articles — Nightgown. 
One article required. 

REGULAR FIRST YEARNS COURSE. 

September and October — Basting and hemming. 

Articles — Tea towel, hand towel, wash-cloth, handkerchief, 
hemmed square, ironing-board cover, dust-cloth, scrub-cloth, 
broom cover, curtains, porch furniture covers. 
One article from the above list required for each month. 
November — Basting, overhanding. 

Articles — Pan lifter or holder, iron holder, pin wheel, pen- 
wiper, blotter, canvas mat, sails, scissors guard, work bag. 
One article required. 
December — Optional work. 

Articles — Various Christmas gifts as suggested by the parent 
or teacher. 
January — Darning. 

Articles — Two pairs of stockings darned. 
February — Basting stitch, hemming stitch, back stitch, overcasting 
stitch, decorative stitch, (outline, cross stitch, chain stitch). 
Articles — Sewing bag, rubber bag, gymnasium bag, marble bag, 
utility bag, doll's bag, button bag, comb and brush case. 
One article required. 



i$2 A SttiDY OF RURAL gCfe66L (JOfrfrlflONS IN OfilO. 

March — French seam. A touch of handwork. 
One article required. 
Articles — Nightgown, underskirt, etc. 
April— (a) — Decorative stitches. Blanket stitch, feather stitch, 
darning stitch. 
Articles — Needle-case, doll's blanket, napkin ring, book-marker, 
book cover, tray cover, baby's bib, pin cushion, collar and 
cuff, etc. 
(b) — Crocheting, knitting, tatting, embroidery. 
Articles ■ — - Edging, insertion, yoke, doily, centerpiece, buffet 
scarf, dresser scarf. 

One article required or the work done on the night gown. 
May — Sewing on buttons, hooks and eyes, snaps. 

Articles- — Any materials or garments containing on them two 
oi each. 

One article required. 
June — Mending. Hemmed patch or overhand patch. 

One article required. 
July — Review. 

Articles — Doily, sofa pillow, something for the home using 
one or more of the decorative stitches learned this year. 
One article required. 

Advanced Course. 
September-October — Gathering, felled seam. 

Articles — Underskirt, cooking apron, work apron, corset cover, 
fancy apron, drawers, plain apron. 
One article required for each month. 
November — Hemstitching, crocheting, knitting, tatting, French 
knots, lazy daisy stitch. 
Articles — Towel, handkerchief, table runner, dresser or buffet 
scarf, waist, pillow cases, bolster, sheet, curtains, tray cloth, 
slippers, scarf, tarn o'shanter, etc., etc. 
One article required. 
December — Various Christmas gifts. 
January — Bias cutting, piecing. 

Articles — Dust cap, cooking cap, princess slip, chemise, corset 
cover, underwaist, drawers. 
One article required. 
February — Mending. Straight and three-cornered tear or worn 
place in a dress. 
Articles — Any garment or material. 
One article required. 
March — Article based on Fair list to be agreed upon by pupil and 
teacher. 



A STUDY Otf RURAL SCHOOL CONDITIONS IN OHIO. I33 

April — French hem. Marking linen with (ink, thread or markers.) 
Articles — Napkin, runner or table cover. 
One article required. 
May — Review. 

Articles — Piece of underwear, or garment suggested by the 
mother or teacher. 
June and July — Setting in sleeve or putting on collar. 

Articles — Doll's dress, child's dress, middy, smock waist, ki- 
mono, work dress, work apron. 
One article required each month. 

One article a month required except where otherwise in- 
dicated. 

Credits. 
Credits will be granted upon the following conditions: 

(a) Completion of a short course or year's work as outlined. 

(b) Recommendation of the teacher. 

(c) Recommendation of the district superintendent. 

POULTRY SCHOOL-HOME PROJECT. 

1 . Parents' consent and co-operation must be secured. 

2. Pupils should be at least ten years of age. 

3. The project consists of the raising of chickens, ducks, geese or 
turkeys. 

4. Pupils must set at least 30 chicken (or half the number of day- 
old chicks), 20 duck, 15 goose, or 13 turkey eggs. The eggs 
should all be from pure breds. 

5 . Each member's poultry must be known by a distinguishing mark 
or kept in a separate enclosure. 

2. All the work must be done by the pupil. 

CREDIT. 

Credit will be granted on the following conditions : 

(a) Gross receipts o<f at least ten dollars. 

(b) Recommendation of the teacher. 

(c) Recommendation of the district superintendent. 

SHEEP SCHOOL-HOME PROJECT. 

1 . Parents' co-operation must be secured. 

2. A pupil should be at least ten years of age. 

3 . Each pupil must secure two or more lambs, or one or more ewes. 

4. The record must show cost, age, breed and weight at beginning 
of project. 



134 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

5. An estimated record of all feeds as to weight and as to value 
of pasture used must be kept. 

6. At the close of one year the profit will be the difference between 
the receipts from the sale of the lambs and wool or estimated 
value and initial cost, feed, labor and other expenses. 

CREDITS. 

Credits will be granted on the following conditions : 

(a) Recommendation of the teacher. 

(b) Recommendation of the district superintendent. 

(c) Gross receipts of at least ten dollars. 

CALF SCHOOL-HOME PROJECT. 

1 . Boy must be a resident of Mahoning County and between the 
ages of 12 and 18 years. 

2. The boys may secure their own heifers if approved by the com- 
mittee. The heifers must be pure bred. If secured by the com- 
mittee they will be required to give note with 5% interest, 
parent endorsing note. 

3. Heifer must be shown at County Fair, and will be scored by 
score card and competition for prizes. Prizes — $15, $10, $7, 
$5 for each of the three breeds. 

4. Sale will be arranged at a later date. 

5. Heifers should be from four to eight or ten months of age. 
They should be bred at sixteen months of age to a purebred 
sire of the same breed. 

6. Applications must be in by April 20, 191 9. 

7. Meetings will be held during the summer to give instructions 
as to care and showing of animals. Other boys interested and 
not having calves may attend. 

8. Boys getting calves this year cannot compete again. 

9. Calves may be insured if desired. 

CREDITS. 

Credits will be awarded upon the following conditions : 

(a) Upon the recommendation of the county agent. 

(b) Recommendation of the teacher. 

(c) Recommendation of the district superintendent. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 135 



PLAY DAY FESTIVAL. 

Some counties hold annual play day festivals. The chief purpose 
of this annual festival is to encourage organized play in the schools of 
the county. It is believed that this organization is one means of inspir- 
ing teachers to play games with their pupils. The health and physical 
development of the children are prominent factors in our system of 
education. The value of play as a means of educating the child is not 
realized by most persons. Play is natural to every normal child but the 
play instinct must be guided along lines of physical training that are 
educative, hygienic, corrective, and recreative to secure the best growth 
and development of the child. Games and contests, also, have important 
intellectual, moral, and social values. It is the testimony of those county 
superintendents in which this activity is emphasized that it has both im- 
mediate and reflex educational value worthy of consideration. 



THIRD ANNUAL PREBLE COUNTY 

PLAY DAY FESTIVAL 

Friday, May 12, 1917. 

county fair grounds, eaton, ohio. 



BY-LAWS. 

PREBLE COUNTY ATHLETIC ASSOCIATION. 

1. The meeting will be held at the Fair Grounds at Eaton on 
Friday, May 4, 19 17. 

2. Events are divided into three departments : track, field, games 
or drills. Each department will be supervised by a competent person, 
who shall have control over his charge. He shall secure necessary as- 
sistants for his department, prepare the grounds, and provide all neces- 
sary equipment. 

3. There must be at least two judges for each track event, and at 
least two judges for each field event. In each event at least one judge 
must be from outside the county. There shall be at least one judge from 
outside the county for the games and drills. The judges shall be selected 
by the Preble County Athletic Association. In case of dispute the judge 
from outside the county shall give the decision. 

4. Classes for boys in the various events are: Below 80 pounds, 
80-100 pounds, 101-120 pounds, over 120 pounds. Boys may contest in 
a heavier class, providing there is no conflict in time of events. Con- 
testants shall compete in only one class in any event. 

5. The classes for girls in the various events are: Girls below 13 
years of age and girls above 13. 



I36 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

6. On the morning of May 4th all participants must be re-weighed 
on the grounds by the official weigher. 

7. Games or Drills: The whole school or any part of the school 
may give these exhibitions. Drills, marches, folk dances, games, Maypole 
dances, or other exhibitions may be given. 

8. Field Events For Boys: 

Below 80 pounds: baseball throw; running broad jump; standing 
broad jump; chinning; horseshoe pitch, 25 feet. 

80-100 Class: baseball throw; running broad jump; standing broad 
jump; chinning; horseshoe pitch, 30 feet. 

101-120 Class: baseball throw; running broad jump; standing broad 
jump; running high jump; chinning; 8-pound shotput; pole vault. 

Over 120 Class : baseball throw ; running broad jump ; standing 
broad jump ; running high jump ; chinning ; 12-pound shot-put ; pole- 
vault; discus hurl. 

9. Track Events For Boys : 

Below 80 Class: 50-yard dash; 200-yard relay; 440-yard run; 
potato race. 

80-100 Class: 50-yard dash; 200-yard relay; 440-yard run; potato 
race. 

101-120 Class: 100-yard dash; 400-yard relay; 440-yard run; half- 
mile run. 

Over 120 Class : 100-yard dash ; 400-yard relay ; 440-yard run ; half- 
mile run. 

10. Field Events For Girls: 

Under 13: Basketball throw 15 feet from goal; baseball throw; 
horseshoe pitch, 20 feet. 

Over 13: Basket ball throw 15 feet from goal; baseball throw; 
8-pound shot-put. 

11. Track Events for Girls: 

Under 13: 50-yard dash; 200-yard relay; potato race. 
Over 13: 50-yard dash; 200-yard relay; potato race. 

12. In horeshoe pitching, the stakes shall be four inches above 
ground and incline toward pitcher at an angle of 67^ degrees from the 
ground. Each contestant will be allowed to pitch four shoes. Scores 
will be as follows : A ringer counts 5 ; a leaner 3 ; a shoe resting one 
inch or less from stake 1; shoe two inches or less from stake 9/10; a 
shoe three inches or less from stake 8/10, etc. Shoe more than ten inches 
from stake does not score. 

13. In chinning, the contestant shall extend himself to his full 
length before and after each pull-up, and shall be obliged to raise his 
body without a kick, jerk, or swing, to such height as to bring his chin 
higher than the bar. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. Itf 

14. In the potato racing, six potatoes will be placed in a pile 20 
feet from the basket and the contestant must carry them one at a time 
to the basket. Each potato must be in the basket before he starts for the 
next. 

15. The intercollegiate discus will be used. Each contestant shall 
have three trials. He must not step out of a circle 7 feet in diameter. 

16. In the shot-put and broad jump, each entrant shall have three 
trials. 

17. In the high jump and pole vault, each entrant shall have three 
trials at a mark before he is dropped out. 

18. In the basket ball throw, each girl will be allowed to throw until 
she has missed three times. 

19. In the baseball throw, only the six contestants who have thrown 
farthest in the first throw shall compete in the second and third trials. 

20. Every boy entering the half-mile run must present to the 
Secretary of the Athletic Association a certificate from a physician show- 
ing that he is physically able to enter such race. This certificate must be 
presented by May 3rd. 

21. No contestant shall be allowed to enter an event without a 
number, which will be furnished by the official weigher. 

22. Each school may enter two pupils in each event, but only one 
will be allowed to contest in the event. Six entries may be made for a 
relay race, but only four may contest. 

23. All entries must be sent in to the Secretary of the Athletic As- 
sociation by April 21st. Entries must be made on blanks furnished by 
the Secretary. Annual dues, if not previously paid, must accompany 
entries. 

24. Athletic events shall be scored as follows: First, 5 points; 
second, 3 points ; third, 1 point. 

25. In track and field events a high school shall be considered as 
one school and the eight grades as one school. In games and drills the 
grades and the high school shall be regarded as one school. 

26. In Games and Drills, each school is limited to one exhibition 
continuing not more than fifteen minutes. 

27. Badges of merit will be awarded winners in each athletic 
event. 

28. Four pennants will be awarded in athletics. One to the grade 
school and one to the high school making most points in track events; 
one to the grade school and one to the high school making most points 
in field events. 

One pennant will be given to the school scoring highest in games or 
drills. 

A cup will be awarded to the school making most points in both field 
and track events. This cup shall be held by the school until the next 
Play Day. When a school has won the cup two times, it shall belong to 
the school. 



138 



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A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



139 




140 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

Announcement 

THIRD ANNUAL 

PREBLE COUNTY PLAY DAY. 

Fair Grounds 

eaton, ohio. 

Friday, May 12, 191 7. 



JUDGES. 

Coach Whiteside Earlham College 

Coach Little Miami University 

H. I. Allen, Director of Physical Education, Y. M. C. A Dayton 

M. C. Salassa, Physical Director, Y. M. C. A Hamilton 

Paul Zimmerman, Track Manager Miami University 



MANAGERS. 

President of Athletic Association H. A. Hoffman 

Clerk E. E. McClellan 

Awarder of Ribbons W. S. Fogarty 

Announcer C. A. Matheny 

Official Weighers Joe McDivitt, Floyd Beam, C. R. Coblentz 

Track Events — Coach Little, Coach Whiteside, T. M. Buck, Merril Cooley. 

Pole Vault, Shot Put, Running High, Discus — H. I. Allen, F. O. Grasshoff, 
Ozias Fritz. 

Standing Broad, Running Broad — Paul Zimmerman, L. F. Schieser, Roscoe 
Leas. 

Drills and Games — M. C. Salassa. 

Baseball — D. T. Hill, E. B. Hunt, R. A. Hart. 

Chinning and Horseshoe — C. R. Coblentz, L. D. Brouse, F. H. Young. 

Basket Ball — Effie Eby, Mary Davies, Minerva Reeve. 

MUSIC BY GRATIS BAND. 
Piano furnished by W. O. Gross. 

PROGRAM. 

9 :00-10 :00. 
Weighing Contestants and Giving Numbers. 

10 :00-10 :30. 

1. Boys below 80, Chinning — Entries, Nos. — 

2. Boys 80 to 100, Potato Race— Entries, Nos.— 

3. Boys 101 to 120, Shotput— Entries, Nos — 

4. Boys over 120, Standing Broad — Entries, Nos. — 

5. Girls under 13, Baseball Throw — Entries, Nos. — 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



141 




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142 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

10:30-11:00. 

6. Boys under 80, Standing Broad — Entries, Nos. — 

7. Boys 80 to 100, Baseball Throw— Entries, Nos — 

8. Boys 101 to 120, Pole Vault— Entries, Nos.— 

9. Boys over 120, Chinning — Entries, Nos. — 

10. Girls under 13, Basket Ball — Entries, Nos. — 

11. Girls over 13, Potato Race — Entries, Nos. — 

11 :00-ll :30. 

12. Boys under 80 — Potato Race — Entries, Nos. — 

13. Boys 80 to 100, Standing Broad— Entries, Nos — 

14. Boys 101 to 120, Chinning — Entries, Nos. — 

15. Boys over 120. Pole Vault — Entries, Nos. — 

16. Girls over 13, Baseball Throw — Entries, Nos. — 

11:30-12:00. 

17. Boys under 80, Baseball Throw — Entries, Nos. — 

18. Boys 80 to 100. Chinning— Entries, Nos.— 

10. Boys 101 to 120, Standing Broad— Entries, Nos — 

20. Boys over 120, Shotput— Entries, Nos. — 

21. Girls under 13, Potato Race — Entries, Nos. — 

22. Girls over 13, Basket Ball— Entries. Nos — 

12:00 to 12 :30— Dinner. 
12:30 to 2:00. 
Games and Drills — 

College Corner — Swedish Folk Dance. 
Jackson Township — Drill. 
Jefferson Township — May Pole Dance. 
Lanier Township — May Pole Drill and Dance. 
West Alexandria — Crowning the May Queen. 

1 :00-l :30. 

23. Boys over 120, Baseball Throw — Entries, Nos. — 

1:30-2:00. 

24. Boys 101 to 120, Baseball Throw— Entries, Nos.— 

25. Boys over 120, Discus Throw — Entries, Nos. — 

2:00-2:30. 

26. Boys under 80, Horseshoe Pitch — Entries, Nos. — 

27. Boys 80 to 100, Running Broad— Entries, Nos.— 

28. Boys 101 to 120, 100-yd. Dash— Entries, Nos.— 

29. Boys over 120, 100-yd. Dash— Entries, Nos.— 

30. Girls under 13, 50-yd. Dash— Entries, Nos.— 

31. Girls over 13, Shotput — Entries, Nos. — 

2:30-3:00. 

32. Boys under 80, 50-yd. Dash — Entries, Nos. — 

33. Boys 80 to 100, 50-yd. Dash— Entries, Nos.— 

34. Boys 101 to 120, Running High— Entries, Nos.— 

35. Boys over 120, Running Broad — Entries, Nos. — 

36. Girls under 13, Horseshoe Pitch — Entries, Nos. — 

37. Girls over 13, 50-yd. Dash— Entries, Nos.— 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. I43 

3:00-3:30. 

38. Boys under 80, Running Broad — Entries, Nos. — 

39. Boys 80 to 100, Horseshoe Pitch— Entries, Nos.— 

40. Boys 101 to 120, Relay Race- 
Entries — 

Jackson Township High School, Nos. — 
College Corner High School, Nos. — 
West Alexandria High School, Nos. — 
Lewisburg High School, Nos. — 
Dixon High School, Nos. — 
Monroe Township High School, Nos. — 
Lanier Township High School, Nos. — 
Lanier Township Grades, Nos. — 
Israel Township Grades, Nos. — 
Gratis High School, Nos. — 
Gratis Grades, Nos. — 
Camden High School, Nos. — 

41. Boys over 120, Relay Race — 
Entries — 

Jefferson Township High School, Nos.— 
Jackson Township High School, Nos. — - 
College Corner High School, Nos. — 
West Alexandria High School, Nos. — 
Lewisburg High School, Nos. — 
Dixon High School, Nos. — 
, Monroe Township High School, Nos. — 
Gratis High School, Nos. — 
Camden High School, Nos. — 

42. Girls under 13, Relay Race — 
Entries — 

Jefferson Township Grades, Nos. — 
Jackson Township Grades, Nos. — 
College Corner Grades, Nos. — 
West Alexandria Grades, Nos. — 
Lewisburg Grades, Nos. — 
Dixon Grades, Nos. — 
Lanier Township Grades, Nos. — 
Gratis Grades, Nos. — 

3:30-4:00. 

43. Boys under 80, Relay — 
Entries — 

Jackson Township Grades, Nos. — 
College Corner Grades, Nos. — 
West Alexandria Grades, Nos. — 
Lewisburg Grades, Nos. — 
Dixon Grades, Nos. — 
Eldorado Grades, Nos. — 
Lanier Township Grades, Nos. — 
Harrison District, Nos. — 
Gratis Grades, Nos. — 



144 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

44. Boys 80 to 100, Relay Race — 
Entries — 

Jackson Township Grades, Nos. — 
Camden High School, Nos. — 
College Corner Grades, Nos. — 
Monroe Township High School, Nos. — 
West Alexandria Grades, Nos. — 
Lewisburg High School, Nos. — 
Dixon Grades, Nos. — 
Monroe Township High School, Nos. — 
Lanier Township Grades, Nos. — 
Gratis Grades, Nos. — 

45. Boys 101 to 120, Running Broad — Entries, Nos. — 

46. Boys over 120, Running High— Entries, Nos. — 

47. Girls over 13, Relay Race' — 
Entries — 

Jefferson Township H. S., Nos. — 
Jefferson Township Grades, Nos. — 
Jackson Township H. S., Nos. — 
Jackson Township Grades, Nos. — 
College Corner High School, Nos. 
West Alexandria High School, Nos. — 
West Alexandria Grades, Nos. — 
Lewisburg High School, Nos. — 
Dixon High School, Nos. — 
Dixon Grades, Nos. — 
Monroe Township H. S., Nos. — 
Lanier Township H. S., Nos. — 
Lanier Township Grades, Nos. — 
Israel Township H. S., Nos. — 
Gratis Grades, Nos. — 

48. Boys under ,80, 440-yd. Run — Entries, Nos. — 

49. Boys 80 to 100, 440-yd. Run— Entries, Nos.— 

50. Boys 101 to 120, 440-yd. Run— Entries, Nos.— 

51. Boys over 120, 440-yd. Run — Entries, Nos. — 

4:30-5:00. 

52. Boys 101 to 120, Half Mile Run— Entries, Nos.— 

53. Boys over 120, Half Mile . Run— Entries, Nos — 

The third Annual Play Day of the Preble County schools was held 
at the Fair Grounds on Saturday, May 12. The attendance was about 
2,500. Many were kept away on account of the cool, raw day. However, 
the meeting was the best yet. The experience of the past years was of 
great benefit to the managers. Every event was held on schedule time 
and there was not a dull moment during the day. On account of the 
heavy track, running races were somewhat slower than last year, but in 
field events quite a number of records were made. Very good music 
was furnished throughout the day by the Gratis band. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



145 



EST 

PRE 



FIRST - nj 

GRADES-FIELD \\ 

PREBLE CO.PLAYDAY v ^ 



FIRST 

HS^HSCHOOL-riELD 
PREBIECO.PIAYDAY 

: 7 " ■ 




Pennants and Cups. 
Awards at the Preble County Play Day. 

There were fifty-three different field and track events. In these 
events there were 1,494 entries made by 524 different pupils. Jefferson 
and Lanier townships gave beautiful May Pole drills and West Alexan- 
dria gave a splendid pageant, "Crowning the May Queen". 

A fine large silver cup and beautiful pennants were awarded as 
follows: 

Winner of most points in both field and track events : 
Union High School at Lewisburg — Silver Cup. 
High School Track — West Alexandria — Pennant. 
High School Field — Union High School — Pennant. 
Grades in Track — Israel Township and Lewisburg (tie). Pennants given 

to both schools. 
Grades in Field — West Alexandria. 
Display Drills — Lanier Township. 



TUSCARAWAS COUNTY. 

Community Fairs. 
"On Friday before our county fair nearly all communities hold 
local fairs. School work and farm products are brought to the fair 
center by superintendents, teachers and pupils. The county fair plan 
is followed in arranging the exhibits. First and second prize exhibits 
are then brought to the county fair on Saturday following. Club work 
products are brought on first day of fair. Local prizes are awarded by 
business men and others interested. A wonderful interest is manifested 
10 p. 1. 



146 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



in these fairs. Crowds always are in attendance. To give teachers ample 
time to prepare the exhibits most boards dismiss schools on Friday after- 
noon. A few boards think so well of the school fair that they dismiss 
schools for the entire day. Energetic superintendents and teachers make 
possible the success of these fairs." 

Boys' and Girls' Club Work. 
"During the second year of supervision (191 5) we introduced the 
"Home Work System" into the rural schools of our county. We justified 
the new venture by saying to the teachers and patrons : Tt is deemed 
wise to try out the Home Work System because we believe that the 
home and the school should harmonize their work as much as possible.' 




Marie Kyte Telling How She Raised Her Chicks — Tuscarawas County. 

However, when we made a study of boys' and girls' club work the fol- 
lowing year we were willing to try the organization of a few food and 
clothing clubs. The results during the summer of 19 16 proved the worth 
of club work. The following year we added pig and poultry clubs. The 
interest in this new work has grown rapidly. From a meager beginning 
in 1916, the enrollment has increased to 750 the past summer. Today 
boys' and girls' club work has completely overwhelmed the Home Work 
System because it supplies home project work of larger proportions. 

"The United States Department of Agriculture, the Ohio State Uni- 
versity, the County Farm Bureau and the school cooperate in this club 
work activity. Working through the Extension Department of our State 
University we succeeded last year in securing a club leader for our 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



147 



county. The duties of the club leader are to assist teachers and superin- 
tendents to organize clubs, attend community meetings to discuss the 
work done by the club members, visit the members at their homes and in 
club meetings periodically during the summer, aid in managing the con- 
tests at the county fair, etc. The club leader can not do all this work. 
If it had not been for the untiring help of the district superintendents, 
club leaders, county agent, and home demonstration agent, the success 




Is This Culture? 

Edith Pissocra, Food Club Champion, Tuscarawas 

County. 



achieved so far would not have been possible. Also, we doubt if club 
work can be successful unless the local administration is willing to co- 
operate cheerfully with the state boys' and girls' club leader and his 
assistants. 

"Aside from learning to put into practice the facts of scientific agri- 
culture which the bulletins and lessons of the Extension Department of 
the State University bring to the club members, club work brings school 
life into closer relationship to home life; assists in the development of 



I48 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

the spirit of community cooperation ; dignifies the vocation of the farmer ; 
enlarges the vision of the boy and girl at a time when most needed ; pro- 
vides a wholesome social life; and finally develops leadership in young 
people. 

"A characteristic of rural life in many communities is the lack of 
opportunities for socials and recreation. Club meetings under the guid- 
ance of a good leader afford excellent opportunities in this direction. I 
now have in mind a country community that supported a club which met 
each month during the summer. At the last meeting the fathers and 
mothers of the club members were invited. The work of the summer 
was reviewed and entertainment furnished by the members. The parents 
say club work has brought new life to the community. 




Sid Brister, Banker, Talks to Boys' and Girls' Pig Club. 

"Parents often say that club work interests boys and girls in farm 
life. A boy who has carried on pig projects three years is now his father's 
partner in the pig business. Upon the death of a mother, the oldest 
daughter (a mere girl) managed the household. For her loyalty and 
her interest in home affairs, the father gives credit to the training 
received by the daughter in a food club. In other communities, older 
boys and girls exhibit a leadership that will assure a bright future for 
the farm activities in their neighborhoods. 

"Club work activity furnishes fine material for work in English and 
arithmetic. The letters written and reports necessary for the completion 
of a club project ; and the arithmetic needed in figuring records are alone 
sufficient to warrant the introduction of club work. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. I49 

"When we started club work the County Fair Board was willing to 
try the "fad" for one year, by offering us $100 as prizes for club work. 
($200 additional was awarded for exhibits of regular school work.) This 
fall the schools had $1,000 to divide between school exhibit awards and 
club work. Last year our fair board built for the exclusive use of the 
schools one of the finest Education Halls in the state. Our people now 
say that school and club work exhibits have re-made our county fair. 
The granges have supported club work from the beginning. Business 
men are interested. 

"In closing we wish to say that the project method of teaching in 
club work has influenced our teaching in practically all subjects of the 
course of study. We do not study the text-book in agriculture. We 
make interesting collections found on the farm and discuss them. We 
work out projects of direct interest to farmers and their work." 

Special Drives for Better Teaching. 

"Before the great World War, it would have been difficult to justify 
'Drives'. Now it is easy. 

, "During 19 14- 15 spelling was emphasized. In addition to studying 
the best methods of teaching spelling, the old-fashioned spelling school 
came into its own. Not only did the spelling school interest everybody 
in the movement for better spelling, but it afforded occasions for splendid 
community gatherings which were so much neglected in rural sections. 

"The next two years were devoted to obtaining better reading. Read- 
ing, no doubt, was the most neglected school subject — word calling 
seemed to be the aim of most teachers, and reading methods for the pri- 
mary grades were almost unknown. Today our teachers are using a 
standard reading method for beginners and .proper interpretation and 
good expression are common in the upper grades. Most schools have 
small libraries and access to a few magazines. This encourages more 
silent reading. 

"As a former county school examiner of teachers and pupils, I found 
that no object seemed to be more difficult than arithmetic. After dis- 
cussing the causes for this and giving a few standard tests in different 
parts of the county, we knew that our pupils in many cases did not know 
readily the fundamental processes and were unable to work problems 
involving several operations. To correct this weakness, we decided to 
emphasize oral or "mental" arithmetic for some time. Our district 
superintendents in regular meetings, taught many of the teachers how to 
solve problems by "mental arithmetic." The results obtained were most 
marked. Last spring arithmetic grades were much better than formerly 
and few eighth grade pupils failed in that subject. 

"In our supervision work — methods of helping the teacher — we pin 
our faith to "Supervision of Teaching in Rural Schools, a bulletin pub- 
lished by the Massachusetts State Board of Education." 



i5o 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



Report on Retardation. 
"A recent study of retardation in the Tuscarawas County Schools 
revealed the following facts : 

Rural Schools. 

45678 Total 

9.76 4.99 8.48 6.03 8.13 10401 

58.25 73 32 71.78 74.85 68.81 59.81 

563 581 436 431 295 4,207 



Grade. 1 

Advanced 19.8 

Retarded 35.92 

Total Enrollment./ 707 



2 

9.06 

51.45 

618 



3 
9.37 
61.11 
576 



Village Schools. 



Grade. 1 2 

Advanced 7.63 22.06 

Retarded 25.19 32.35 

Total Enrollment. 131 136 



3 

11.9 
38.88 
126 



4 

14.47 

43.42 

152 



5 
8.49 
49.67 
153 



6 

13.18 

47.28 
129 



7 
7.0 
59.05 
127 



8 Total 

10.3 11.99 

52.57 43.29 

97 1,051 



Rural and Village Schools. 



Grade. 1 

Advanced 17.9 

Retarded 34.24 

Total Enrollment.. 838 



2 

11.4 
48.01 
754 



3 

9.82 
57.12 

702 



4 
10.77 
55.10 

715 



5 
5.72 
58.39 
734 



6 
9.55 
66.19 
565 



7 
6.27 
71.14 
558 



8 Total 

8.67 10.40 

64.79 56.50 

392 5,258 



"A short time ago nothing was heard about retarded children. This 
does not mean that they are a product of the present school alone. Only 
within the last decade has there been any study of this problem. The 
reports made thus far are not very conclusive because not enough evi- 
dence has been collected to be sure of the results. By the meager reports 
that have been made, one can see that there is much need for a further 
study of the problem. 

"Superintendent's reports are just beginning to include anything that 
approaches a study of this problem. However, most of them are today 
including not only the grade of the pupil but the age as well. 

"Though no data have been compiled showing to what extent retarda- 
tion has been diminished, practically every superintendent reporting says 
that there is now a smaller percentage of average children in the grades 
than there was several years ago. 

"Dr. Claxton, commissioner of education, in his report of 1915 has 
the following to say : 

'The improvement (in retardation) in the smaller cities is due 
largely to the fact that ( 1 ) superintendents are beginning to study 
the problem; (2) teachers are giving more attention to the indi- 
vidual pupil, and studying his needs and recording necessary facts ; 
(3) there is more flexible classification, made possible by shorter 
promotion intervals, as a half year period, or better still, children 
in some schools are promoted at any time ; (4) special classes are 
provided for retarded or exceptionally bright children; (5) vaca- 
tion schools of from four to eight weeks are affording an oppor- 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 151 

tunity to children who have failed of promotion in one or two sub- 
jects at the close of the school year to pass on these at the be- 
ginning of the following term.' 

"The report we have tabulated for this county does not mean much 
to us until we can compare it with another similar one in a year or two 
in older to mark our progress. 

"Many plans have been tried out at different places which met with 
varying degrees of success. In most of them, however, it was necessary 
to employ other teachers to assist the regular teachers. Where school 
boards are financially able to do this, it is perhaps the best plan, but for 
others who can not afford to employ extra teachers the plan tried by 
the superintendent at Jamestown, North Dakota, is worth trying. 

"His plan was this : He first determined how many girls in the junior 
high school were planning to teach in rural schools after they had 
secured their high school diplomas. He then planned to give these girls 
a course in psychology and pedagogy. A suitable textbook for the first 
was selected. Then when this work was completed each girl was given 
practice teaching experience in the rooms of regular teachers in the 
grades. These girls were required to spend one or two periods each day 
in a room for an interval of two to four weeks, and then they passed 
on to some other teacher for similar work, in the same amount they 
would have received if they had pursued a regular textbook course. 
(Read full account in report of 19-1 5, pp. 75, 76.) 

"Physical defects are leading causes for retardation. Poor hearing 
defective vision and the like are causes for misunderstanding and it 
should be the first duty of teachers to ascertain any such defects. Pupils 
can not be expected to discover these things for themselves, neither can 
one depend on the parents in all cases to make such discoveries. 

"Many persons are astonished to learn that they have defective 
vision in one eye or defective hearing in one ear. Recent physical exam- 
inations for the army have revealed many cases of this kind. 

"Let us put forth extra effort to prevent children falling behind their 
grades and thus keep them in school to fit them for future citizenship. 

"The amount of illiteracy discovered by recent examinations shows 
us that our schools are not accomplishing the mission for which they 
exist. 

"It is recommended that data be collected for a comparative study 
in two years." 

The Committee. 

"Note — Additional data for a comparative study are being collected this year 
and a final report will be made. In the superintendents' meetings a part of the 
time will be devoted to the study of retardation, based on Ayres' 'Laggards in 
Our Schools.' " 

Charles Barthelmeh, County Superintendent 



152 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

MADISON COUNTY. 
The Story of a Club Boy's Work for a Period of Two Years. 




Newman Roseberry and His Pigs. 

Three years ago this spring, Newman Roseberry herded cows for 
his uncle who gave him a gilt for the work. From this gilt he raised 
6 pigs, selling five of them when they were 5 months old, and the sixth 
one when it was 9 months old. He cleared $160 on the litter of pigs. 
With the money he bought a Jersey cow, later selling her and buying a 
Shorthorn cow for $90. 

Some time early in the spring of 1916, Mr. Palmer, the State Leader, 
visited the school at Rosedale where Newman attends and explained 
the plan of Boys' and Girls' Club Work. Several boys joined the Club 
which was formed at that place. Newman was very enthusiastic about 
the work and at once began looking about for two pigs. His father 
who is a blacksmith, owns a lot of about 1^2 acres in the edge of the 
little town of Rosedale. 

On May 23, Newman bought two pure bred Duroc Jerseys, gilts, 
for $40 from one of the breeders of the State. The feed for these 
pigs with the exception of pasture and milk was bought. The two pigs 
were exhibited at the Madison County Fair along with those of other 
pig club boys. He was placed third in the county, his work being judged 
according to the excellence of his pigs. The rate of gain, cost of gain 
and story and records of his work were also considered in judging his 
work. He was awarded a trip to Farmers' Week at the State Uni- 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 1 53 

versity and a pure bred gilt valued at $30. He also won $6 in premiums, 
exhibited in the open class at the Fair. One of the two gilts which he 
had fed during the summer was injured and later, December 1, was 
sold for $65. 

In the fall of 19 16, Newman entered the Pig Production Club of 
Madison County. The sow which he purchased in the spring of 1916 
was used in his Pig Production work. He raised five pigs. Newman 
cared for these pigs carefully, following the suggestions sent to him from 
time to time by the University. During the winter he attended Farmers' 
Week with 145 other club boys. Here he received further instruction and 
inspiration which has been of help to him in his club work. 

The five pigs which he used in the production work were exhibited 
with their mother at the County Fair in August, 19 17. Because of the 
excellence of his work he was awarded first place. He won another trip 
to Farmers' Week, a gold medal, and $9 in cash prizes in the Open Class 
Exhibit at the Fair. During the summer of 1917 he also raised four 
pigs from the gilt which he had won as a prize the year before. 

In the fall of .1917, he sold four male hogs for $280. At the National 
Dairy Show, where two of the gilts when seven months old were shown, 
he was offered $150 for them. The other three gilts were worth $180 at 
that time. The older two sows were worth $300, so that the total value 
of the pigs raised by Newman (one sold 1916) in less than two years' 
time was $975. (Value totaled. December, 1917.) 

During the summer of 1918, the seven sows (two old ones, five 
young ones) owned by Newman, raised 25 pigs. On July 9, these 25 
pigs weighed 2000 pounds. They were growing on an average of two 
pounds per day. 

Newman still owned the shorthorn cow which was worth $135 and 
a yearling heifer for which he has been offered $50. Last spring he 
bought a cream separator paying $95 for it. He used it to separate 
the cream from the milk of his cow and one that his father owns. He 
feeds the skim milk to his pigs. He has a two-acre lot of clover and 
blue grass rented for pasture this year. He pays $50 for the lot. Last 
January he bought $170 bushels of corn at $1.15 which he is feeding to 
his hogs and cow. 

During the summer Newman is getting up from 4 :30 to 5 :oo. He 
helps milk the cows, separates the cream, and mixes feed for his 32 
hogs and feeds them. He then goes (in a Ford) two miles to .his uncle's 
place to plow corn. He had been plowing 25 days (July 10) and re- 
ceived $1.50 a day. Newman says he likes to farm and intends to be 
a farmer. 

Newman is thirteen years of age and will enter the township high 
school this fall. He plans to feed a number of hogs each year while he 
is in high school. He will use the money he makes to pay his way 



154 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

through college and will also loan money to his sister, who is older, to 
pay ^er way through college. 

He is a member of the American Duroc Breeders' Association. He 
reads the Duroc Jersey Bulletin and two farm papers. He also studies 
the bulletins of the College and Experiment Station. 

During the summer of 1918, the two old sows and the five young 
ones raised 35 pigs. On July 9th these 35 pigs weighed 2,000 pounds, 
growing at an average of about two pounds a day. Seventeen of the 
grade pigs were sold last fall for $625, and five of the pure bred hogs 
fcr $300. Encouraged by his previous exhibitions, he showed stock at 
the Madison and Union County Fairs and won $39 in prizes. 

Newman decided that he still had more stock than he could handle 
on the acre or two which he had available. Public sales are a bit un- 
usual for a lad 14 years old to arrange. At a "regular sale" Newman 
found that it is customary to get up a catalog, and nothing short of such 
an affair would do. So he published a catalog, and arranged to have boy 
friends of the local Y. M. C. A. serve lunch at his sale at noon. 

He held this sale in March, incidentally during the National Meeting 
of State Leaders of Boys' and Girls' Club Work at Kansas City. News 
of it reached there and the leaders agreed that it was the first of its 
kind ever held in the United States. A telegram of congratulations was 
sent to him. Thirty-one hogs of the herd sold for $974. The sale seemed 
to attract only local buyers, and it was generally conceded that the stock 
would have bought a higher figure if it had been held at another time 
and place. It was Newman's first experience, however, and he plans to 
profit by the mistakes of his maiden attempt. 

The sale was somewhat more than a mere auction of hogs. Newman 
opened the affair with a short talk, telling of his work and of his de- 
termination to make a success of the pure bred Duroc- Jersey hog busi- 
ness. As each hog was put up for sale, he told some of the facts con- 
cerning the animal and could repeat pedigrees by the yard. Talks were 
made by Mr. B. B. Spohn, Assistant State Leader of Boys' and Girls' 
Clubs, and J. T. Brown, a Farmers' Institute Speaker, of Mechanicsburg. 

CLINTON COUNTY. 

Fall Festival and. School Parade. 

Each Year at the Fall Festival the school children of Clinton County 
march in pageantry through the streets of Wilmington, the county seat. 
In the parade of 1919 the Allied Nations and other countries were repre- 
sented by the various schools of the county. The parade was headed by 
a band. The escort was the officials of the city with President Jay of 
Wilmington College, Superintendent West of the public schools of Wil- 
mington and County Superintendent Hodson marching. 

Judge Woodmansee of Cincinnati, formerly a Clinton County boy 
and now a noted orator, addressed the school children from the balustrade 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



iSS 



of the Court House on patriotic instruction and loyalty and fidelity to 
one's country. 

Every school in the county was represented in this pageant and ac- 
cording to the most careful estimates 4,000 pupils participated in the 
parade. County Supt. Hodson thinks that this event is a great stimulus 
in creating interest in the boys and girls and in that which is most con- 
ducive to their welfare. It is an important educational activity. 

RURAL SCHOOL ATHLETICS. 

High school athletics in rural and village schools has been a problem 
in the past largely because the schools have been unable to raise sufficient 
funds to maintain a membership in the State High School Athletic Asso- 
ciation. Under the new system county associations have been organized 
for the promotion of high school baseball and basket ball. Tennis courts 
and other means of recreation and physical activities are being built. 
In some counties a cup is awarded to the team winning the championship 
in any phase of athletics. The name of the school is engraved on the 
cup. The cup is retained by the school winning the same until the next 
year. When any school wins the cup three times the same becomes the 
permanent possession of the school. 



saas'vK&s : 



r: 






■.. : * 




Clinton County Champions, 1918-19. Won 14, Lost 0. 



iS6 



A sf udV of rural SCHOOL CONDITIONS IN OHIO. 



Form of Contract. 

This contract signed by the principals and managers of the. 

team of the high school and of the 

high school is made for a game (meet) between these 

schools to be played at 191 The rules of the 

County Rural School Athletic Association are a part of this 

contract. 

The team agrees to pay all local expenses necessarily 

incurred. 

The team agrees to pay its own traveling expenses. 

The school failing to carry out the provisions of this contract without giving 
the other school day's notice of its desire to be released from its pro- 
visions shall forfeit its membership in the County Athletic 

Association for the remainder of the season in that sport. By mutual agreement 
or by appeal to the Board of Control, the home team may be relieved from for- 
feiture on account of weather conditions. 



Principal of the 



Manager 



- High School. Date. 



Principal of the 



Manager 



- High School. Date. 



Board of Control. 
.President. Address. 



Secretary. Address. 

. Treasurer. Address . 



The average height of team was 5 ft. 7^ in. The average weight 
was 137 lbs. 

They won 23 games and lost o. They shut out six different teams. 
They gained in weight which goes to show that basketball is beneficial 
to girls when properly supervised. They were coached and chaperoned 
and were looked after according to their needs and physical fitness. They 
became active, strong and healthy. They never had any disagreements 
among themselves. They were better friends as a result of their asso- 
ciation in athletics which was plainly in evidence at commencement time. 
They had the best record of any girls' high school team in the state. 
They played according to girls' rules only. 



A STUDY Of ktrkAL SCHOOL CONDITIONS IN OHIO. 



15; 




State Champions 1918-19. 
Clinton County Girls' Basketball Team. 



INTER-HIGH SCHOOL MEETS. 

As a practical culmination of the year's activities in athletics there is 
held in the spring an inter-high school meet. In Ashtabula County an 
annual field meet is held in each supervision district. A county meet is 
held to which each supervision district may send two entries for each 
event. There are events for both boys and girls. The high schools, also, 
have a meet conducted on the same plan in which the entries are limited 
to high school pupils. Baseball, tennis, and basket ball tournaments are 
held annually for high schools. 

Besides being a means of creating school spirit and school patriotism, 
athletics is one of the greatest socializing factors in the whole scheme 
of education. Hundreds of people from all sections of the county attend 
these field meets. Both parents and pupils become acquainted with people 
all over the county which develops leadership, a spirit of friendliness, 
and a desire for association that often are the means of future co- 
operation in various business and social enterprises. Farmers have been 
too individualistic in their business ideals, a condition which has been 
due partially to the limited field of activities and isolation of the pupil 
in the one-room school. 



1S8 



A StUDY OF RURAL SCHOOL CONDIT IONS IN OHIO. 




A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



159 



SCHOOL GROUND BEAUTIFICATION. 

In the Lykens Centralized School District, Crawford County, a com- 
munity improvement association was formed and Superintendent Bruehl- 
man was elected president. Professor Cruikshank of the Ohio State 
University made drawings for landscaping. The trees were donated 
and planted by the members of the community association. The shrub- 
bery was purchased by the association and' planted by the high school. 
The lawn was fertilized with manure from the transportation. 



THE RURAL HIGH SCHOOL. 

In early times secondary education was not so essential to the suc- 
cessful transaction of the ordinary affairs of rural life as it is at the 
present time. High schools were widely scattered and but few country 
boys and girls attended them. As a result, their educational training 
•approached uniformity, and competition was to a great degree fair and 
equal. Down through the years, however, high schools multiplied and 
the number of pupils that were obtaining a secondary education greatly 
increased from year to year. Now it is absolutely necessary that each 
and every boy and girl obtain a high school education and it is the duty 
of boards of education and other school officials to provide such school 
facilities as will give them ample opportunity for their fullest possible 
development. Otherwise, in the race of life there will be two' classes : 




Harmony Township High School, Clark County. 



i6o 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 




I am fourteen years old and live in the country. I want 
to go to High School, but I am too young and it is too costly 
for me to leave home and go to the city. I want a rural 
consolidated High School so I can remain at home and attend. 
Please grant my request. — The Boy on the Farm. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



161 



those who are well prepared by the training of higher education and 
those who have failed to obtain adequate training. The latter will not 
have an equal chance to win and will be the trailers in life's race. 

There was a time, when, if a country boy attended high school, his 
neighbors and associates took it for granted that he was preparing to 
become a lawyer, doctor, teacher, or minister, and never assumed that 
he might be preparing to become a farmer. 

This trend of thought prevailed because there was nothing in the 
program of studies in the high schools that was directly related to the 
interests of farming and rural life. Secondary education was thought 




Agricultural Class at Work in Laboratory, Harmony Township High School, 

Plattsburg, Ohio. 



to be necessary only as a preparation for professional work and conse 1 
quently the boy was trained away from the farm and became interested 
in other vocations. • 

Provision should be made whereby it is possible for a country boy 
who remains on the farm to obtain a secondary education in his own 
community that is directly related to his needs and purposes and com- 
mensurate with the importance of the work in which he is engaged. The 
possibilities of agriculture and rural life are thus revealed to him and 
he will be equipped with knowledge necessary to the scientific performance 
of his work. Then from the farm instead of from the law office and 
counting room will come those who know what the needs and interests 
of the farmer are and who will be better qualified to represent these 
interests, standing shoulder to shoulder with the ablest advocates of other 

*11 p. i. 



1 62 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



interests. It is ,the duty of the members of every rural community to 
provide opportunities for such training and development for its boys 
and girls. 

Agriculture is the most important industry of the nation. Its inter- 
ests are many and varied. Its relation to other occupations is complicated 
and intricate. A boy may be able to plow and sow and reap without having 
received a higher education but he will not be able to realize the greater 
possibilities of his business and to champion his cause in the keen com- 
petition of modern society. The old time traditional academic high 




Home Economics Department, Harmony Township High School, 
Plattsburg, Ohio. 



school course of study is not sufficient nor is it adapted to the needs of 
rural life, although it has been retained by many rural and village high 
schools of today. It is high time that these communities realize that the 
program of studies should be articulated with the industrial life of the 
community. The rural school problem is not difficult but it has been 
neglected. It is the city with its diversity of interests and mixed popula- 
tion that presents for solution a difficult school problem. In the rural 
community there are but two leading industries, agriculture and home 
making. 

By keeping these objectives in view, it is easy to provide a program 
of study that meets the demands of rural industrial and social life. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



163 



O *r 


m , . -- ; |K 


., 


,-iA., ._..■ ■■:;-:;;■ 




4 


• ■■VJ,;. ^ ^.^ 





Corner of Manual Training Shop, Liberty Township Centralized School, 

Wood County. 



COURSES SUGGESTED FOR A HIGH SCHOOL WITH THREE 

TEACHERS. 



No. I. 



Course for ODD Years. 
Freshman Year. 
English 1, R. 
Algebra, R. 

Agriculture for Boys, R. 
Home Care of Sick, 1/31 
Household Sanitation, 1/3 
Personal Hygiene, 1/3 
Required for Girls. 



R. 



Biology, E. 
Latin I, E. 
Manual Arts, E. 

Sophomore Year. 
English II, R. 
Early European History, R. 
Agriculture for Boys, R. 
Home Care of Sick, 1/31 
Household Sanitation, 1/3 J- R. 
Personal Hygiene, 1/3J 
Required for Girls. 

Biology, E. 
Latin II, E. 
Manual Arts, E. 



4 



Course for EVEN Years. 
Freshman Year. 
English 1, R. 
Algebra, R. 
General Science, R. 

Community Civics, Yi. 
Industrial Geography, J^) 
Latin 1, E. jE. 

Home Economics, E. 



Sophomore Year. 
English II, R. 
Early European History, R. 
General Science, R. 

Community Civics, 
Community Civics, y 2 \ 
Industrial Geography, J4 f '. 
Latin II, E. 
Plane Geometry, E. 
Home Economics, E. 



164 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



Junior Year. 

English III, R. 

American History, y 2 . 

American History, y. 

Civics, y 2 . 

(See Electives below.) 
Senior Year. 

English III, R. 

American History, y 2 . 

Civics y 2 , R. 

Elementary Economics, y\ 

Alodern Social Prob., y\~R. 
(See Electives below.) 

ELECTIVES OPEN TO BOTH 

Chemistry. 

Advanced Agriculture I. 

(Animal Husbandry and 

Farm Management). 
Advanced Manual Arts. 

(Farm Mechanics). 
■■■-- Advanced Algebra, y 2 . 
Solid Geometry, y 2 . 

(Latin III). 
Commercial Arithmetic, y) 
Bookkeeping, y 2 \ 



French I. 
French II, etc. 



Junior Year. 

English IV, R. 
Modern European History, R. 
(See Electives below.) 



Senior Year. 

English IV, R. 

Modern European History, R. 
Elementary Economics, y) 
Modern Social Prob., ^}R. 
(See Electives below.) 



SENIORS AND JUNIORS. 

Physics. 

Advanced Agriculture II. 

(Soils and Crops) 
Advanced Home Economics. 

Plane Geometry. 

(Latin IV). 
Commercial Law, J /z\ 
Typewriting, y 2 ^ 

French I.' 
French II, etc. 



No. II. 



First Year. 

English, 1. 

Algebra, 1. 

General Science, 1. 

Latin, 1. 

Manual Arts and Mechanical 
Drawing, 1. 

Household Arts, Drawing, Design- 
ing, and Home Project Work, 

Music, %. 

Second Year. 
English,, 1. 
Geometry, .1. ; 
Biology, 1. 
Latin, 1. 

Community Civics, y 2 . 
Ancient History, y 2 . 
Manual Arts and Mechanical 

Drawing, \~. 
Household Arts,' Drawing, Design- 
ing and Home Projects, iy. 
Music, y. 



Third Year. 
English, 1 — Systematic Literature. 
Modern History, 1. 
French or Spanish, 1. 
Physics, 1. 
Agriculture and Home Projects, 

Commercial Arithmetic, y. 
Commercial Geography, y. 
Music, %. ;,■ 



Fourth Year. 
English, 1 -4- Public Speaking, y, 

and Systematic Literature, y. 
French or Spanish,l. 
American History and Civics, 1. 
Chemistry, 1. 
Agriculture and Home Projects, 

\y. ,o!J 

Bookkeeping, 1. 
Music, y. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



165 



ALTERNATIONS FOR COURSE NO. II. 

See High School Standards. 

No teacher shall work more than six periods daily. 

For length of period see High School Standards. 

No principal shall teach more than four periods. 

Home Economics and Manual Training in Freshman and Sophomore 
years may be alternated. 

Agriculture may be alternated in the third and fourth years. 

Page 9 of the High School Standards must be studied carefully 
by high school principals relative to majors, minors, constants and 
electives. No pupil will be permitted to graduate who has not observed 
these rules. 

In the matter of electives it is advised that teachers and principals 
shall so study the individuality and tendencies of the students that they 
may be able to make intelligent suggestions as to these subjects. 

English should always be made a major. 

No credit will be given for Music unless the work be done under 
competent supervision. No credit can be given for outside work, since 
Music is offered in the high school course of study. 



COURSE SUGGESTED FOR A HIGH SCHOOL WITH FOUR OR 



Required Subjects. 
Freshman Year. 
English I. 
General Science. 
Algebra. 



MORE TEACHERS. 

Electives for Odd 

Years. 
Biology. 
Latin I. 
Manual Arts. 



Sophomore Year. 

English II. Biology. 

Early European History. Latin II. 
Agriculture for Boys. Manual Arts. 

Home Care of Sick, 1/3' 
Household Sanitation, 1/3 
Personal Hygiene, 1/3 
Required for Girls. 



Electives for Even Years. 

Community Civics, y 2 . 
Industrial Geo., Y2. 
Latin I. 
Home Economics. 

Community Civics, Y- 
Industrial Geo., J4. 
Latin II. 

Home Economics. 
Plane Geometry. 



Junior Year. 

English III. 

Modern European History. 



Senior Year. 

English IV. „ 
American History, Y*- 
Civics, Y-z. 

Elementary Economics. 
Modern Social Prob., 



1 66 A STUDY. OF RURAL SCHOOL CONDITIONS IN OHIO. 

THESE ELECTIVES ARE OPEN BOTH TO JUNIORS AND SENIORS. 

Chemistry. Physics. 

Adv. Agriculture I. Adv. Agriculture II. 

jAnimal Husbandry, y 2 . (Soils and Crops.) 

^Farm Management, y 2 . 

Adv. Manual Arts. Adv. Home Economics. 

(Farm Mechanics.) t . ■ ■■ 

Adv. Algebra, y>. Plane Geometry. 

Solid Geometry, y 2 . Business Law, Vz 

Commercial Arithmetic, y 2 . Typewriting, y 2 

Bookkeeping, y 2 . Latin IV. 

Latin III. French I. 

French I. French II, etc. 
French II, etc. 



EXPLANATIONS AND COMMENTS TO ACCOMPANY SUGGESTED 
COURSES OF STUDY FOR HIGH SCHOOLS. 

The omission of Music, Drawing, and Art from these courses is a serious 
weakness. It is very desirable that some provision be made for these subjects in 
every school as far as possible. 

Only the larger schools should offer more than four units of foreign language. 
In many cases only two will be demanded. 

Home projects should be a very large and important part of the work of the 
classes in Agriculture, Home Economics and Manual Training. 

English IV may be considered as an elective only when the pupil concerned 
can show good reason to the Principal or Superintendent for this change. 

When the demand for Latin is light and Latin III and IV are not called for, 
it is possible to offer Latin I in alternate years to pupils of both the Freshman and 
Sophomore classes, and in the following year to offer Latin II to pupils of the 
Junior and Senior classes. 

Some further alternation is possible for four teacher schools. If the Freshman 
and Sophomore classes are small the boys of the two classes might be put together 
in Agriculture one year, while the girls of these two classes are together in the 
Health Problems course. In the following year the two classes may be put together 
in General Science, or, if that makes the classes too large, — as it usually will, — 
they can be left in separate classes. In any case, the teaching load is likely to be 
decreased. This means, in other words, that the same alternation in these subjects 
can be used under favorable conditions in four teacher schools as in three teacher 
schools. 



HOME PROJECTS. 
MARION COUNTY. 



One-half unit of credit may be given in Home Projects in Agriculture and 
Household Arts if the following conditions be observed: 

The work must be carried on under the supervision of the properly consti- 
tuted high school authorities subject to the same restrictions as regular high school 
work. 

The work must be inspected at least every ten days by the instructor, who 
shall spend at least one hour each visit until the completion of the work. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO, l6j 

Tjhe time division of each home project shall be. as follows: ■/, hti 

Field work -.v.'. .Uv. 60%^ . 

Report and Exhibit/ .r. i. . . i 10% :; :.: . 

Related Systematic Information , , ; ... 30% 

A home project must constitute a complete cycle of work; as, seed to seed or 
marketed produce, gilt to a litter of fattened pigs or brood sows, etc. 

Credit will be given for home project work in domestic science and art subject 
to the same restrictions as regular high school work. To secure credit for one 
semester's work an equivalent in time and systematic study shall be devoted to the 
same. This work must be done under the supervision of the regular teacher in 
household arts. 



AGRICULTURE IN THE STATE AID COUNTIES. 

In the sections of the state more favorable to agriculture, farmers 
have been able to derive a profit from farming by the dint of hard labor 
and long hours even though they have not employed scientific methods. 
In other counties where the topography and fertility of the land are not 
favorable to extensive farming, the people, as a rule, employ the same 
methods in agriculture as do the farmers with their broad acres situated 
in a section where natural conditions are favorable to success regardless 
of the means employed. Intensive scientific farming in the hill counties 
would bring much better results. Instead of planting the hillsides in 
field crops the cultivation of which is conducive to erosion and the trans- 
porting of the soil to the valleys, rendering the slopes barren, orchards 
could be substituted with good results because it has been demonstrated 
beyond a doubt that orchards can be grown by mulching, thus making 
cultivation with its detrimental effects in the removing the soil unneces- 
sary. There are great opportunities for the expansion of horti- 
culture in these counties. Sheep raising and poultry raising could be 
successfully carried on. Nowhere are natural conditions better adapted 
to these pursuits. The periodical marketing of sheep and poultry products 
makes these occupations possible even in these sections where roads are 
poor. Dairying which requires constant marketing would be less success- 
ful except in those parts where roads are improved. 

In but few places do these people realize what their opportunities 
for more successful agriculture and greater prosperity are. Generally 
these possibilities can be revealed only through the schools. Sufficient 
funds should be provided whereby teachers may be employed in the high 
schools, at least, who have had scientific, agricultural training and who 
are able to reveal to the boys the possibilities and opportunitiees that 
await them. At the present time the inability to raise funds by local 
taxation and the refusal of the state to grant financial aid for special 
instruction obstructs the operation of such a system. 

If these agricultural schools could be established the next generation 
in these counties would be more prosperous, property would become more 



l68 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

valuable and as a result these counties would become more self-support- 
ing in school affairs. It should be made possible for the schools in these 
counties to offer such vocational courses as are directly related to the 
possible industrial activities of the various communities in which they 
are situated, the same as is being done in the richer parts of the state. 
Such a system of secondary education based upon the consolidation 
of schools for elementary instruction would not only revolutionize educa- 
tion but would transform rural life in these counties as it has done in 
those localities where it has been adopted and tried and where it has 
produced results far beyond the anticipations of its most zealous ad- 
vocates. 



COUNTY TRUANT OFFICER. 

COLUMBIANA COUNTY. 

The county board of education recommends the person to serve 
as county truant officer of the local boards of education, fixes his salary 
and directs who may call him. 

The salary was fixed at $3.00 per day and all expenses. The salary 
and expense connected with this office was pro rated among the boards 
of education that the truant officer serves. 

The officer can be called by : 

(1) The District Superintendent and Clerk or any member of 
the board. 

(2) The County Superintendent. 

(3) Any two members of the county board. 

The result was very gratifying in most localities. The main diffi- 
culty is to get the right man for the place. — J. W. Moore, County 
Superintendent. 

LUCAS COUNTY. 

For the past two years we have been employing for more than half 
of the county a truant officer who is an assistant in the Juvenile Court. 
This at once simplifies and strengthens our attendance department. The 
dynamic conditions in all the territory that surrounds the city of Toledo 
makes necessary an attendance department with system and strength 
which is secured by our close connection with the Juvenile Court. — 
J. W. Whitmer, County Superintendent. 

There is no law directory or mandatory in its functioning in the 
matter of the employment of a county truant officer. However, there is 
no injunction of the. law that prohibits the co-operation of the local 
boards of education in the employment of a county truant officer. In 
the absence of direct legislation providing for a county truant officer 
the above plan will no doubt be interesting to county superintendents. 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



169 



PURPOSES AND ACTIVITIES OF THE MODERN RURAL 

SCHOOLS OF THE BOWLING GREEN STATE 

NORMAL COLLEGE. 

The Model Rural Schools of the Bowling Green State Normal Col- 
lege are attempting in the main to do three things : The first considera- 




Planting vegetables at Center Model Rural School for 
Next Year's Hot Lunches. 



tion is to giv,e the children of these schools a training which will not 
lack any of the cultural elements that an elementary education should 
afford a child and at the same time to teach them to appreciate rural life. 




Clearing Away the Lunch. 

To this end an attempt is made to connect agriculture, shop work, and 
domestic science as closely as possible to the home and school life of the 
children. 



170 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



Testing seed corn for the farmers, making milk tests, raising cab- 
bage and tomato plants to sell, raising vegetables and canning and stor- 
ing them for the hot lunches are some of the agricultural projects under- 
taken by the schools. Playground apparatus and schoolroom equipment 
have so far furnished material for most of the manual training projects. 




Eating Lunch at West Hope Model School. 

Window curtains, curtains for book shelves and supply cases, caps and 
aprons for the cooking class, and other articles of apparel, Christmas 
presents, etc., have furnished ample material for teaching the rudimentary 
elements of home economics. In one of these schools over seven thou- 
sand hot lunches have been served to pupils and visitors. 




Corner of Kitchen in West Hope Model School. 



The second purpose of these schools is to provide a model, both in 
equipment and teaching, for other boards of education an'd teachers. 
In one year one of these schools, — counting attendance at community 
meetings, visiting teachers, board of education members, county and dis- 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. IJK 

triet superintendents, the students of three county normals and student- 
teachers from the Normal College,. — had over fourteen hundred visitors. 
The third use to which these schools are put is to provide oppor- 
tunities to the students in the Rural Department of the Normal College 
for observation and practice teaching. The Center School is used largely 
for observation. On an average eighty students per year have used, 
this school for rural observation lessons and an average of eight students 
per year have done their rural practice teaching here. The West Hope 
school is used by the College for practice teaching only. Students in 
the Rural Department spend one week of their first year and four weeks 
of their second year in this school. This semester five students will do 
their practice teaching at the Center school, two at the school near 
Wapakoneta, and twenty-four at the West Hope school. 



THE COUNTY NORMAL SCHOOL. 

The county normal school is serving a highly useful purpose in the- 
school economy of the state in that it is furnishing annually several 
hundred teachers with one year of training. When these teachers enter 
upon their work they have already become adjusted to this service, and, 
therefore, do not waste any time in learning how to take hold of the 
school situation. They have already become oriented and acclimated to- 
the work of teaching. For an entire year they live in an atmosphere of 
teaching which is generated by the Director and so become imbued with 
the spirit of teaching. Not only so, but they live close-up to the heart 
of the work that they are to do the following year. They visit the schools 
in which they are to teach and they even practice in these schools anil 
so know what the task is that confronts them. They live in intimate 
relations with the Director and so come to know the details of the work 
that they are to pursue. They study methods of teaching, of course, and 
learn to know the sources of information on all that pertains to their 
work. They are already conversant with their environment and all 
through the year are learning how to adjust themselves more thoroughly 
to this particular locality. The matter of certificate does not disturb- 
them for they have complied with the law and receive a legal certificate 
in due course. There are something like two thousand of these teachers 
in the state already with nearly six hundred students in the county normal 
schools at this time. The recent revision of the law provides for an 
extension of the work of the county normal school and this is working 
advantageously. In a few cities there is a combined city and county- 
normal and these are working well. The experience of these students 
in the county normal school has a tendency to arouse them to the im- 
portance of training and when they have taught a year they are eager 
to continue their educational work. Hence, many- of them can be found 
in the state normals and especially in the summer terms. This experi- 



172 A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 

«nce re-enforces what they have already learned about the work and 
^enlarges their horizon. 

The list of county normals and their Directors is as follows : 

Anna Leah Chubbuck 

Ansonia — Haida Gross 

Ashville Laura Mengert 

Batavia Kathleen Zitt ' 

Berlin Heights Margaret' Summers 

Canal Winchester Chas. L. Boyer 

Canfield Mrs. Goldie Conry 

Carrollton Gladys Corey 

Chardon Mrs. Katherine Wren 

Chillicothe Marian Mitchell 

Crawfis (Lancaster) C. C. Miller 

Dresden Gertrude Bartlett 

Edison Maria Chase 

Hebron Emelia Kirkland 

Lisbon Beulah Kindler 

Minerva Alice Offerman 

Monroeville Gail Haines 

New Lexington Margaret Nesbitt 

New Philadelphia - Maude Bond 

New Vienna Lillie Faris 

Oak Harbor Erma Ferguson 

Ottawa Tillie Mayne 

Piketon Nellie Sinclair 

Richwood Helen Bradley 

Scio Elizabeth Chandler 

St. Paris Vera Sproul 

Wapakoneta Mrs. Olive M. Eggleston 

West Jefferson Frieda Chapman 

West Lafayette Letitia Walburn 

West Liberty H. W. Holycross 

West Milton Mabel Frye 

West Union Edna M. Howland 

Wheelersburg Garnett Lutes 

Woodsfield Edith Tope 

Kingsville D. O. Mackay 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



173 



SMITH-HUGHES SCHOOLS. 



ORGANIZED IN THE RURAL SCHOOL DISTRICTS OF OHIO IN 1919-I92O UNDER 
THE DIRECTION OF 



Ohio State Board of Education. 



Agriculture - 



Alt-day Schools. 

Antwerp (Paulding County.) 
Ashley (Delaware County.) 
Berlin Heights (Erie County.) 
Bethel Township (Miami County.) 
Bloomville (Seneca County.) 
Bluff ton (Allen County.) 
Brookville (Montgomery County.) 
Cadiz (Harrison County.) 
Caldwell (Noble County.) 
Chagrin Falls (Cuyahoga County.) 
Delta (Fulton County.) 
Edison (Morrow County.) 
Fayette (Fulton County.) 
Gibsonburg (Sandusky County.) 
Grand Rapids (Wood-Luca Cos.) 
Greensprings (Sandusky - Seneca 

Counties.) 
Harmony Township (Clark Co.) 
Hebron (Licking County.) 
Hillsboro (Highland County.) 
Jefferson (Ashtabula County.) 
Leipsic (Putnam County.) 
Malta - McConnelsville (Morgan 

ounty.) 
Medina (Medina County.) 
Millersburg (Holmes County.) 
Minerva (Stark-Carroll County.) 
Monroe Township (Preble Co.) 
Mt. Zion Cons. (Crawford Co.) 
New Bremen (Auglaize County.) 
New Vienna (Clinton-Highland 

Counties.) 



Olmsted Falls (Cuyahoga Co.) 
Paulding (Paulding County.) 
Pleasant Township (Marion Co.) 
Raccoon Township (Gallia Co.) 
Ravenna Township (Portage Co.) 
Rawson (Hancock County.) 
Ridge Township (Van Wert Co.) 
Salem Townshfp (Champaign Co.) 
Salt Creek Township (Pickaway 

County.) 
St. Clairsville (Belmont County.) 
Stryker (Williams County.) 
Sugar Creek (Tuscarawas Co.) 
Sugar Creek Township (Putnam 

County.) 
Tully Township (Marion County.) 
Versailles (Darke County.) 
Wellington (Lorain County.) 
West Lafayette (Coshocton Co.} 
West Milton (Miami County.) 
Wheelersburg (Scioto Co.) 

Home Economics — 

All-day Schools. 

Bethel Township (Miami Co.) 

Bryan. 

Covington. 

Gallipolis. 

Malta-McConnelsville. 

Martel (Tully Township.) 

North Fairfield. 

New Vienna. 

Waverly. j 

Strasburg. 



174 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



CENTRALIZATION IN OHIO. 



County. 


U 

<U O 

-5 ° 


ai . 

3 o 
o O 


B 

o 
o 

<& 

6 

<u o 

3 u 


Average % of Attendance 
in Centralized Schools on 
Enumeration. 


Average % of Attendance 
in One-Room Schools 
on Enumeration. 


Average % of Attendance 
in Centralized School on 
Enrollment. 


Average % of Attendance 
in One-Room Schools on 
Enrollment. 


i 

en 

a 

u . 

H^ 

u 

o 

11 

go 


bo 
.2 

1*3 
u-S 

..CO 

Ph 

H° 

»- >> 

(L> C3 

P.Q 

is 

u 


Adams 






...... 1 












Allen 


2 

7 
16 
24 

1 










$40 00 
22 95 
29 80 
40 00 
25 00 


$0 11 
06 


Ashland 


8 

16 

1 

1 


57 
69 

156 
81 

148 

121 
42 
85 
12 
27 
90 
54 

110 






82 
84 


81 

72 


Ashtabula 




65 


57 


08 
11 


Auglaize 











07 


Belmont 

















1 

2 


13 

10 

5 

2 

26 
2 
7 
1 


82 
70 
86 
70 
84 
91 
81 
87 


73 
65 
74 
58 
82 
74 
78 
78 


58 
81 


55 

70 


18 75 
29 12 


05 


Butler 


08 


Carroll 




Champaign 

Clark 




14 
7 
2 
3 
1 


77 
94 


67 
92 


27 20 
27 60 


07 
07 


Clermont 




Clinton 


65 


62 






Columbiana 


80 65 






Coshocton 


1 








Crawford 


5 

18 
1 


7 
32 

4 
11 

7 
3 

1 
7 
6 

1 

8 




48 
35 

178 
89 
39 
56 

107 
50 
84 
72 
35 
74 



90 

83 


67 

58 






15 00 
23 40 


04 


Cuyahoga 

Darke 


91 


82 



06 


Defiance 


70 
66 



71 
50 
76 
66 


65 
60 
90 
61 
50 
52 
47 


87 | 79 
79 1 76 

i 


35 00 
22 50 


09 


Delaware 

Erie 


8 


06 


Fairfield 

Eayette 


1 
1 
2 
2 
9 
3 


87 | 73 
80 65 
80 ' 76 


21 00 
30 00 
41 89 
18 00 

26 42 

27 00 


06 
08 


Franklin 


11 


Fulton 


82 


75 




Geauga 


07 


Greene 










08 


Guernsey 












Hamilton 




















5 




9 


101 

108 


76 

72 


59 
46 


82 
81 


81 
67 






Hardin 






Harrison 






Henry 






2 
7 

17 

3 

• 11 

13 




100 

• 95 
95 
82 
47 
95 


70 
49 
93 

70 


64 
65 
85 

75 
42 
70 




76 


54 00 
30 00 


15 


Highland 


4 


08 


Hocking 








Holmes 


2 


83 
86 


69 
80 

50 


30 00 
20 65 
45 00 


08 


Huron 


05 


Jackson 


12 


Jefferson 




Knox 


3 
3 



2 

5 




92 
35 


61 

90 


55 
90 


80 
95 


75 
85 


36 80 
30 00 


11 


Lake 


08 






Licking 


17 

11 

6 

1 


10 

2 

12 

10 


105 
68 
62 

44 


61 

87 
70 


46 
75 
65 


81 


69 


44 00 
32 00 
40 00 
31 50 


12 


Logan 


08 


Lorain 


80 

87 


74 
83 


11 


Lucas 


08 


Madison 








Mahoning 


6 
10 


6 
2 


39 
49 


75 
81 


76 
58 






24 50 
38 85 


06 




93 


92 


10 



A STUDY OF RURAL SCHOOL CONDITIONS IN OHIO. 



175 



CENTRALIZATION IN OHIO — Concluded. 













<D t/j 


4> en 


<D (Si 


, 






T3 




p 




y 


"21: 

Sen 


fl" 3 


c 

o3 
u . 


So 








■^•S 








3 


3 




_N 





c 


<co 


Average % of At 
in One-Room 
on Enumeration 


<3tJ 4J 


<"n~ 


"S* 


U 


County. 


03 
u 

C 
V 

U 

<u 

g-s 


<u 

~ C 
O C 

s-s 


Pi 

<u 



<v 


Average % of 
in Centralized 
Enumeration. 


Average % of 
in Centralize 
on Enrollmen 


Average °fc of 
in One-Roor 
on Enrollmen 


u 

5 ° 


J/i 

• u . 




12 
12 


8 
16 


1 

19 1 81' 

108 ! 70 


80 
61 


93 

85 


93 

78 


30 40 
21 60 


08 




06 
























3 




19 
9 


94 
140 

80 


75 
75 


70 
52 
70 


80 
85 


72 

74 
80 












Montgomery 


4 










112 

71 

136 


74 


67 
63 
51 


96 


51 
91 

■ 78 


67.50 
36 95 


18 




3 


4 


10 






Noble 




17 


97 


78 


70 






80 00 


22 






1 









6 


78 


88 


77 


89 


78 



24 80 


07 






Pickaway 


11 


4 


23 


79 


60 


89 


78 


21 00 


06 


Pike 


1 
12 

6 


7 
6 
6 
1 


82 
30 
23 


85 
73 
67 


66 
59 

80 
65 
80 


81 
78 
85 
75 


82 
78 


17 66 

27 02 

28 75 
40 00 


04 


Portage 


07 


Preble 


08 


Putnam 


94 1 40 
126 

118 1 72 
104 | 91 


07 










1 
3 


6 
3 


88 
~ 96 


79 
85 


23 50 

24 00 


06 




07 




2 
1 


1 
4 

7 


105 
95 






76 
95 
92 


71 

85 


18 00 
25 00 
25 00 


05 


Seneca 


60 


45 
85 


07 


Shelby 


| 92 


07 


Stark . 






123 1 
62 1 81 
■19 ! 64 


56 

69 

, 38 




86 








13 
19 


11 
6 


29 30 
19 28 


08 


Trumbull 


74 


64 


05 






10 


132 | 66 


62 


83 


78 


47 52 


13 


Union 


11 
2 


25 


30 1 80 
82 1 86 


.74 
66 


75 

82 


83 


26 48 
15 80 


07 


Van Wert 


04 








| 












Warren 


1 


1 
21 


47 | 76 
170 | 


73 
75 


59 


55 
90 


22 50 
22 50 


06 


Washington 


06 






11 
3 

70 
3 


112 | 82 

78 | 82 

82 | 75 

72 1 92 


71 
66 
68 
69 


91 
90 
92 

82 


80 
81 
78 
71 


32 40 

13 50 

17 42 

3 92 


09 


Williams 


4 
5 
5 


04 


Wood 


05 


Wyandot 


01 











A centralized school is one organized and established in accordance with the 
provisions of Sec. 4726 or 4726-1 General Code. 

A consolidated school is formed and organized in accordance with the pro- 
visions of Sec. 7730 General Code. 



LIBRARY OF CONGRESS 



021 731 554 2 






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